How Do Concept Maps Influence Self-Regulation and Learning Performance?

• In Event: Environment, Achievement, and Self-Regulated Learning: A Discussion

Abstract

Both concept maps and self-regulation were proven to be effective for learning. However, little is known about the relationship between concept maps and self-regulation. In this study, we investigated the effect of different concept map activities (no concept map, completing a partial map, and drawing a map) on self-regulation and learning performance. The results showed a statistically significant effect of concept map condition. For learning performance, the filling-map group significantly outperformed other groups in recall, while the drawing-map group significantly outperformed other groups in transfer. For self-regulation, the drawing-map group significantly outperformed other groups in both motivation improving and strategies improving.

Authors

• Mengdi Yuan, East China Normal University

• Wenye Zhou, Institute of Curriculum and Instruction East China Normal University

• Zhe Wang, East China Normal University

• Jing Dai