Implementing a Scalable Self-Regulated Learning Intervention to Promote Postsecondary Learners' Statistics Self-Efficacy and Concept Knowledge

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

Abstract

Learners’ efficacy beliefs are an important determinant of their performance and future study in STEM domains. The current study tested the effectiveness of a course-embedded intervention, grounded in self-regulated learning principles, in promoting postsecondary learners’ statistics efficacy and concept knowledge. The intervention was designed to scaffold students’ analysis-specific efficacy beliefs and their monitoring of and critical reflection on their statistics understanding across their completion of an intermediate statistics course (N=40). Engagement in the intervention explained moderate variance in learners’ post-course statistics efficacy and concept knowledge; adjusted scores were higher for students in the intervention condition. The findings suggest the use of planning and evaluation activities as a method of supporting efficacy development in statistics. Empirical and pedagogical implications are discussed.

Author

• D. Jake Follmer, West Virginia University