Cross-Cultural Adaptability of a Brief Self-Regulated Learning Intervention and Effects on Undergraduates’ Learning and Achievement (Poster 25)

• In Event: Sunday Poster Session 3:05 pm
  In Poster Session: Studying and Self-Regulated Learning SIG Poster Session

Abstract

Instructional designs in university courses varies internationally, yet academic achievement is persistently challenging across cultures and contexts. We investigated whether a skill training program developed for digital delivery to science undergraduates in the US and found to benefit achievement could be adapted and benefit chemistry, statistics, and psychology undergraduates (N=131) in Israel. The introductory materials were redesigned to reflect tasks posed by courses and students were randomly assigned to complete skill training Treatment or Control activities. Treatment completers reported superior metaemotion, metacognition, and engagement and earned higher final course grades; a significant interaction on focusing regulation favoring Treatment may explain such effects. Additional analyses of Moodle data are ongoing and can further reveal mediating behaviors.

Authors

• Shani Rosengarten, University of Haifa

• Leiming Ding, University of North Carolina - Chapel Hill

• Christina Hollander-Blackmon, University of North Carolina - Chapel Hill

• Adar Ben-Eliyahu, University of Haifa

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