Examining Students' Help-Seeking When Learning From Multiple Texts

• In Event: Self-Regulated Learning Development and Context

Abstract

This study assesses a model relating students’ self-regulation with multiple text comprehension and integration performance, as mediated by self-regulatory learning processes, namely students’ use of help-seeking resources and comprehension monitoring. In this study, two types of help-seeking resources were provided, while students completed a multiple text task: vocabulary aids and conceptual aids. We found students to frequently access help-seeking resources during task completion. The model was found to have a strong fit. While accessing help-seeking aids and students’ comprehension ratings, as a measure of monitoring, during multiple text use directly impacted task performance, students’ self-regulation, as an individual difference factor, was only found to have a significant direct effect on comprehension ratings. The significance of the study is discussed.

Authors

• Hyeyeon Lee, Georgia Institute of Technology
  Presenting Author

• Alexandra List, Pennsylvania State University
  Non-Presenting Author