Response Latency to Self-Regulated Learning Scaffolds Relates to Metacognition and Course Performance

• In Event: Assessing and Designing Self-Regulation of Learning Interventions

Abstract

Many students require support to effectively self-regulate their learning. Prior research has shown that self-regulated learning (SRL) can be successfully taught through technology-based scaffolding systems (Zheng, 2016). But, it is unknown whether how a student uses an SRL-scaffolding tool (e.g., the speed of students’ responses) affects outcomes. Thus, the current study sought to determine if response latencies to SRL-scaffolding prompts relate to reported metacognitive awareness and course performance. Results indicated students in the Quick responders group benefited most in their reported metacognitive awareness, and those in the Moderate- and Quick-responders groups benefited most in their course performance. This study indicates the speed with which students respond to SRL scaffolds matters. Detailed results, implications, and scholarly significance are discussed.

Authors

• Joseph C Tise, Texas A&M University

• Rayne A. Sperling, The Pennsylvania State University

• Ying Wang, Georgia Institute of Technology

• Jennelle L Malcos, The Pennsylvania State University