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Learning Processes and Strategies, Motivation, and Metacognition
Sun, April 19, 8:15 to 9:45am, Virtual RoomSession Type: Paper Session
Abstract
This paper session includes five studies that explore learning processes and strategies and students’ motivation. Additional topics include, metacognition and self-regulated learning. Paper topics include, the examination of the complex interplay between multiple goals and self-regulatory processes, how individual perceptions of task difficulty influence SRL processes in easy and difficult tasks, the power of domain-specific IT and domain-general IT in the prediction of students’ goal orientations and SRL, how perceptions of certain instructional task and course characteristics relate to academic procrastination of undergraduate students, and the level of risk associated with strategies students report using before, during and after a goal setting intervention.
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Papers
Academic, Social, and Well-Being Goals in the Classroom: Interplay Between Multiple Goals and Self-Regulatory Processes - Yeo-eun Kim, Washington University in St. Louis; Shirley L. Yu, The Ohio State University; Christopher A. Wolters, The Ohio State University; Ann A. O'Connell, The Ohio State University
Help-Seeking and Help-Giving in Postsecondary Physics: The Roles of Course Context and Gender - Andrew Perry, The Ohio State University - Columbus; Elise C. Allen, The Ohio State University - Columbus; Shirley L. Yu, The Ohio State University; Yeo-eun Kim, Washington University in St. Louis; Hyewon Lee, University of California - Irvine
Profiles of Domain-General and Domain-Specific Implicit Theories and Their Relation to Students' Self-Regulated Learning - Silke Hertel, Ruprecht-Karls-Universität Heidelberg; Katharina Kriegbaum, Heidelberg University; Yves Karlen, University of Applied Sciences and Arts Northwestern Switzerland
Task Difficulty and Self-Regulated Learning: The Importance of Student Perceptions of Difficulty - Lisa Marie Ridgley, University of San Diego; Lisa DaVia Rubenstein, Ball State University; Gregory L. Callan, Utah State University
What Strategies Put Students at Risk for Failing to Attain Their Study Goals Before, During, and After a Goal-Setting Intervention? - Allyson F. Hadwin, University of Victoria; Ramin Rostampour, University of Victoria; Sarah K Davis, University of Victoria; Sarah Greco, University of Victoria