Supporting Students' Use and Value of Deep-Processing Cognitive Strategies With Real-Time Prompts

• In Event: Class-Level Factors Related to Motivation and Cognition: Teachers and Peers

Abstract

We investigated the impact of self-regulated learning (SRL) scaffolding prompts on use and value of deep-processing cognitive strategies and course performance in an introductory anatomy and physiology undergraduate course. Measures included two identical surveys (pre-/post-intervention) with self-reported deep-processing strategy use and value and overall class grades. A 2x2 repeated-measures ANOVA of a random subsample (High, N=25, Low, N=22) demonstrated that High prompt use did not impact strategy use or value over the semester; however, High users reported higher use and value compared to Low users. Additionally, High users performed better in overall grades. Results highlight differences between students who engage with instructor-provided interventions and those that do not. Considerations to improve engagement with SRL interventions are outlined.

Authors

• Jennelle L Malcos, The Pennsylvania State University

• Joseph C Tise, Texas A&M University

• Rayne A. Sperling, The Pennsylvania State University

• Ying Wang, Georgia Institute of Technology