The Role of Self-Regulation and Personal Epistemological Beliefs in Predicting Students' Performance in Idea Improvement

• In Event: 29.083 - Poster Session 4
  In Poster Session: 29.083-8 - Examining Synergistic Relationships Among Self-Regulated Learning and Motivational Variables

Abstract

This case study investigated whether metacognitive self-regulation and personal epistemological beliefs were influential in predicting students’ idea improvement within a knowledge-building environment designed for this study. The study was conducted with 60 sixth graders in a private middle school. Data were collected from multiple sources including reflective journals and two Likert-type self-report questionnaires (metacognitive self-regulation questionnaire and epistemological beliefs questionnaire). Self-reflective journals were coded over time into high or low conceptual progress, and then logistic regression was conducted to analyze quantitative data. The findings showed that source/certainty and development/justification dimensions of personal epistemological beliefs, and self-regulation made a significant contribution to predicting students’ idea improvement in knowledge-building activities.

Authors

• Mahir Akgun, The Pennsylvania State University

• Priya Sharma, The Pennsylvania State University

• Pui-Wa Lei, The Pennsylvania State University