Examining the Role of Self-Efficacy and Online Metacognitive Monitoring Behaviors in Postsecondary Physiology Education

• In Event: Technology, Instruction, Cognition and Learning SIG: Cognitive and Emotional Influences on Learning

Abstract

Studies on the interaction effect of self-efficacy and online metacognitive monitoring behaviors in postsecondary physiology education are very rare. An incomplete understanding of the interaction mechanism can be problematic when we design instructional supports for students with varying levels of self-regulated skills. This study examined whether undergraduates’ (n=1063) exam scores in physiology courses were influenced by the interaction of self-efficacy and metacognitive monitoring behaviors. Moderation analysis results suggested that the influence of self-efficacy on exam scores decreased as online monitoring behaviors increased. Latent profile analysis results indicated that students’ exam scores significantly differed among the three latent groups indicated by self-efficacy and metacognitive monitoring behaviors. Our findings present a need for instructional supports tailored to individual learners.

Authors

• Xing Huang, University of Florida

• Matthew L. Bernacki, University of North Carolina Chapel Hill

• Dongho Kim, University of Florida

• Wonjoon Hong, University of Nevada - Las Vegas