Examining the Relationship Between Students' Self-Regulated Learning Behaviors in a Course Shell and Exam Performance

• In Event: Advances in Students' Regulation of Their Motivation and Learning

Abstract

A large number of students who aspire to work in health science fields drop out or fail to achieve the minimum requirements in introductory anatomy, physiology, and biology courses. To address this problem, instructors have utilized active learning principles to create multiple learning supports, which require students’ self-regulated learning skills to maximize the benefits. We investigated the relationship between two self-regulated learning skills (metacognitive engagement, cognitive engagement) measured via students’ digital traces in an active-learning-informed learning support and the bidirectional relationships between these two SRL skills and students’ exam performance. Metacognitive engagement consistently predicted cognitive engagement. However, metacognitive and cognitive engagement only sporadically predicted exam performance and exam performance failed to predict metacognitive and cognitive engagement at the next period.

Authors

• Leiming Ding, University of North Carolina - Chapel Hill

• Erin Windsor, College of Southern Nevada

• Nancy Webb, College of Southern Nevada

• Robert D Plumley, University of North Carolina - Chapel Hill

• Sirui Ren, University of North Carolina - Chapel Hill

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

• Jonathan C. Hilpert, University of Nevada - Las Vegas

• Jeff A. Greene, University of North Carolina - Chapel Hill