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Session Submission Summary

Self-Directed and External Supports for Student Learning

Fri, April 4, 4:05 to 5:35pm, Marriott, Floor: Fourth Level, Franklin 6

Session Type: Paper Session

Abstract

686113 Paper Compensating for Perceived Competence by Learning from Errors No Middle school algebra students (N=130) assigned to either a problem-solving control group or one of two worked examples conditions, completed a teacher-implemented classroom study to assess whether worked examples, either incorrect or correct, with self-explanation prompts lead to the attainment of procedural skills and conceptual understanding; the influence of students’ perceived competence was also explored. Worked examples and self-explanation prompts fostered conceptual understanding more than problem-solving alone. Incorrect worked examples were particularly effective and weakened the influence of perceived competence on learning. Findings suggest that learning from errors through the use of incorrect worked examples and self-explanation may serve as a buffer for students with lower perceived competence and provide a more level playing field in mathematics classrooms.
688373 Paper Examining the Role of Critical Thinking in Advancing Inquiry No Education in the 21st century requires students to learn critical thinking in order to solve complex and authentic problems. This paper tries to analyze students’ critical thinking behavior exhibited through online discussion which spanned a period of 12 weeks. Given that traditional critical thinking instruments cannot reveal students’ critical thinking ability in authentic problem-solving situations, content analysis was conducted and visualizations of some longer threads were shown to examine students’ quality of online inquiry processes and critical thinking processes in the online discourse. This paper helps to illustrate the role of critical thinking in the computer-supported collaborative inquiry discourse.
686632 Paper Predicative Effects of Being a Feedback Provider and Receiver on Student Question-Generation Performance No This study examined the individual and combined predicative effects of feedback provided and received on student question-generation performance. Eight fifth-grade classes (N=213) participated in the study for six weeks. Student question-generation as the learning activity and an online learning system that support the associated activities were adopted. The regression results found that the quality of feedback provided and received, respectively and in combination, predicted student question-generation performance. Significance of the study as well as suggestions for instructional implementation and future research are provided.
693229 Paper Autonomy Support and Chinese Adolescents’ Engagement in Learning: The Mediating Role of Basic Psychological Need Satisfaction No Based on self-determination theory (SDT), we examined the effects of contextual factors (i.e., parental and teachers’ autonomy support) and individual factors (i.e., the basic psychological needs of autonomy, competence and relatedness) on student engagement (i.e., behavioral and emotional engagement) with 362 Chinese middle school students. The results showed that autonomy support and basic psychological need satisfaction were positively related to student engagement, with the needs of autonomy and competence mediating the relationship between autonomy support and emotional engagement, whereas the need forrelatedness mediated the relationship between autonomy support and behavioral engagement. These results showed that an autonomy supportive interpersonal environment and basic psychological need satisfaction are important developmental assets for student engagement in learning.

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