Comparing Motivation, Emotions, Self-Regulated Learning, and Achievement When Learning for Learning Versus Learning by Teaching

• In Event: Poster Session 2
  In Poster Session: Using, Integrating, and Evaluating Information

Abstract

We compared self-regulatory processes, emotions, motivation and mathematics problem solving achievement with 78 elementary students across two conditions: learning by teaching (LBT) versus learning for learning (LFL). To capture students’ self-regulatory processes, students thought out loud as they solved the problem. Results revealed that students in the LBT condition outperformed students in the LFL condition. Moreover, students in the LBT condition developed a more complex concept map of the problem space, reported more value for learning, and higher levels of anxiety but lower levels of confusion and frustration compared to the LFL group. Finally, students in the LBT group engaged in more deep-level processing strategies compared to students in the LFL group.

Authors

• Cynthia Psaradellis, McGill University

• Krista R. Muis, McGill University

• Susanne P. Lajoie, McGill University

• Marianne Chevrier, McGill University

• Meredith Derian-Toth, McGill University