Effects of a Brief Digital Self-Regulated Learning Intervention on Achievement and Moderation by Students' Motivation

• In Event: Self-Regulated Learning Interventions Within Schools and Other Contexts

Abstract

Active learning pedagogies (e.g., flipped classrooms) have been shown to improve student outcomes and close achievement gaps in introductory STEM courses, but effective active learning requires students possess and use self-regulated learning (SRL) skills. In this randomized control trial, we tested the effects of a 15-minute SRL training encouraging the use of productive study strategies (e.g., spacing, rehearsal) on introductory biology students’ exam scores. We then used confirmatory factor analysis and exploratory covariance pattern growth mixture modeling to determine whether treatment effects differed based on students’ motivational profiles. Although no simple treatment effect was detected, we found that students exhibiting a moderate motivation profile responded positively to treatment, leading to higher exam scores than their control group peers.

Authors

• Robert D Plumley, University of North Carolina - Chapel Hill

• Jeff A. Greene, University of North Carolina - Chapel Hill

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

• Shelbi Laura Kuhlmann, University of North Carolina - Chapel Hill

• Kelly Hogan, University of North Carolina - Chapel Hill

• Kathleen M. Gates, University of North Carolina - Chapel Hill

• A. T. Panter, University of North Carolina - Chapel Hill