Modeling the Unique Contributions of Task Understanding to Academic Performance (SRL-PSD-2021)  (Poster 18)

• In Event: AERA Virtual Poster Session 9
  In Poster Session: Investigations Into Self-Regulation of Learning and Related Constructs

Abstract

Task understanding is an important, yet understudied component of metacognition, and academic performance. We investigated whether two commonly reported SRL challenges (metacognitive and motivational challenges) mediate the relationship between task understanding and academic performance. Our results show that, after controlling for previous performance, a serial mediation partially explained the impact of task understanding on academic performance (b= 0.053, SE=0.204, 95% CI [0.010, 0.094]). The overall model explained a significant proportion of variance in academic performance (R2=.42, Adjusted R2=.17, F (2, 470) = 54.72, p<001). Overall, our results support the conclusion that task understanding uniquely contributes to academic performance by influencing metacognitive and motivational challenges consecutively.

Authors

• Michelle Bahena, University of Victoria

• Allyson F. Hadwin, University of Victoria

• Ramin Rostampour, University of Victoria

• Pamela Smith, University of Victoria

• Brodie J. Drake, University of Victoria