How Students’ Knowledge on Self-regulation and Their Misconceptions can be Changed by a Model-based Instructional Video

• In Event: Motivating Effective Strategy Use Through Interventions

Abstract

Objective & Theoretical Framework
Self-regulation of learning (SRL) is linked to academic achievement (Dent & Koenka, 2016), yet many students infrequently use SRL strategies (Lawson et al., 2019). A student's SRL competencies, including their knowledge and beliefs about SRL, may affect their strategy use. Conceptual change theory suggests that learners' prior SRL competencies influence their acquisition of SRL strategies (Vosniadou et al., 2020).

This study aimed to enhance learners' SRL competencies using video-based modeling examples and to determine which SRL competencies moderate the learning of SRL. The research questions were: (1) Does an intervention with video-based modeling examples improve SRL competencies and strategy use? (2) Do prior SRL competencies moderate the intervention's effects?

Methods & Data
A total of 157 university students (Mage = 22.66, 81% female) were randomly assigned to one of three conditions: two intervention groups (mastery model and coping model) and a control group. The intervention videos depicted a student either being very self-regulated (mastery model) or learning to be self-regulated after initial difficulties (coping model). The control group watched a non-SRL-related video.

Before watching the videos, students completed questionnaires on SRL strategy use, self-efficacy beliefs about SRL strategies, utility beliefs about SRL strategies, and SRL beliefs. Additionally, they answered an open question about their SRL knowledge and worked on a 40-minute problem-solving task to assess their SRL strategy use. Participants' SRL strategy use was evaluated with a retrospective reflection protocol every 10 minutes during the task.

Post-test and follow-up assessments (four weeks later, N = 140) measured participants' SRL competencies again. Repeated measures ANOVAs were used to test the intervention's effect on SRL competencies and strategy use. Both intervention groups were combined for further analyses due to similar effects on SRL strategies, enhancing statistical power. Three-way interactions among groups, time points, and pre-test SRL competencies were analyzed to examine the moderation effects of prior SRL competencies.

Results
The intervention significantly improved participants' SRL knowledge (F(1,153) = 10.46, p = .001) and reduced inconsistent beliefs with SRL theory (F(1,153) = 3.21, p = .04). Prior SRL strategy use moderated the intervention's effectiveness: learners with low and average prior SRL strategy use showed improved SRL strategy use post-intervention, whereas those with high prior use benefitted less (F(1,306) = 4.83, p = .03).

Significance
Modeling videos can effectively foster SRL competencies, particularly aiding learners with low and average prior SRL strategy use. Emphasizing these learners in interventions may support conceptual change towards improved SRL.

Authors

• Charlotte Dignath, Goethe University Frankfurt

• Antonia Fischer, Technische Universität Dortmund