Microanalytic Study of Self-Regulated Processes as Science Students Learn With a Hypermedia

• In Event: Poster Session 7
  In Poster Session: Self-Regulated Learning, Motivation, and Metacognition

Abstract

Self-regulatory processes used by high, average, and low achieving middle school science students were explored as they learned about a complex science topic with an HLE. Thirty students were sampled. A microanalytic methodology was used to assess for SRL. Analysis of variance, chi square analysis, and post hoc test results revealed significant achievement differences and large effect sizes for some SRL subprocesses. Correlational analyses revealed relations between SRL processes and performance on two science tests. Significant differences between the three groups in the accuracy of their self-efficacy beliefs were also revealed for both science tests. Finally, all measures of SRL were combined and entered into a regression formula to predict the students’ scores on the two science tests.

Author

• Brian Mandell, George Mason University