The Self-Regulated Learning Cycle With Hypermedia: Stable Between Learning Tasks?

• In Event: Research Evidence on the Dynamic and Cyclical Nature of Self-Regulated Learning

Abstract

: Research from the field of SRL has revealed the dynamic and cyclical nature of forethought, performance, and reflection phase processes within a learning task. However, the stability of these processes between tasks has received less empirical attention.

The current study by Dr. Moos and Amanda Miller explored this issue through think-aloud and self-report data collected from 37 pre-service teachers. Participants learned about two topics (Circulatory System and Constructivism) with hypermedia. Think-aloud data collected during these two learning tasks was used to determine the extent to which participants self-regulated their learning in each task. Additionally, participants completed a self-report questionnaire measuring various motivation constructs.

Results indicated that some motivation variables were stable between tasks (extrinsic motivation and control beliefs), while other variables (task value and self-efficacy) significantly increased when the participants learned about Constructivism. Participants’ SRL (planning and monitoring) was stable between learning tasks, despite increased task value and self-efficacy. Use of learning strategies, however, significantly increased when the participants learned about Constructivism.

These findings contribute to our understanding of the relationship of SRL phases between learning tasks. In this study, changes in the forethought phase (motivational beliefs) set the stage for changes in the performance phase, namely the frequency of strategy use. However, heightened task value and self-efficacy may not lead to increased monitoring, findings that provide implications regarding “state” and “trait” properties of SRL.

Authors

• Daniel Charles Moos, Gustavus Adolphus College

• Amanda Miller, Gustavus Adolphus College