Exploring the fluctuation of motivation and use of self-regulatory processes during learning with hypermedia

Moos, Daniel C.; Azevedo, Roger

doi:10.1007/s11251-007-9028-3

Cited by 66 publications

(55 citation statements)

References 53 publications

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“…For example, studies revealed that prompts were effective in terms of regulation of student cognition (Lee et al 2010;Devolder et al 2012). Moos and Azevedo (2008) found guiding questions that can help students to be aware of and monitor their learning were effective scaffolds.…”

Section: Self-regulated Learning Scaffoldsmentioning

confidence: 99%

The effectiveness of self-regulated learning scaffolds on academic performance in computer-based learning environments: a meta-analysis

Zheng

2016

Asia Pacific Educ. Rev.

180

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This meta-analysis examined research on the effects of self-regulated learning scaffolds on academic performance in computer-based learning environments from 2004 to 2015. A total of 29 articles met inclusion criteria and were included in the final analysis with a total sample size of 2648 students. Moderator analyses were performed using a random effects model that focused on the three main areas of scaffold characteristics (including the mechanism, functions, delivery forms, mode, and number of scaffolds; how to promote self-regulated learning by scaffolds); demographics of the selected studies (including sample groups, sample size, learning domain, research settings, and types of computer-based learning environments); and research methodological features (including research methods, types of research design, types of organization for treatment, and duration of treatment). Findings revealed that self-regulated learning scaffolds in computer-based learning environments generally produced a significantly positive effect on academic performance (ES = 0.438). It is also suggested that both domain-general and domain-specific scaffolds can support the entire process of self-regulated learning since they demonstrated substantial effects on academic performance. Different impacts of various studies and their methodological features are presented and discussed.

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Section: Self-regulated Learning Scaffoldsmentioning

confidence: 99%

The effectiveness of self-regulated learning scaffolds on academic performance in computer-based learning environments: a meta-analysis

Zheng

2016

Asia Pacific Educ. Rev.

180

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“…Though this segment is a small snapshot of the student's learning process for this particular task (see [2] for the complete data), it is clear that she was actively engaged in the learning process. She monitored the relationship between the content and her prior domain knowledge (i.e., "I am kind of remembering some of this from bio in high school"), while also using appropriate strategies.…”

Section: Education Research Internationalmentioning

confidence: 99%

“…Ideally, students actively engage in the learning process, such as setting meaningful goals, selecting appropriate and task-specific strategies, monitoring motivational levels, and adapting based on feedback are all positively related to learning outcomes [1,2,[4][5][6][7][8][9][10][11][12]. However, empirical research has provided process data that reveal the substantial individual differences with which students engage in the learning process.…”

Section: Reads: Among Its Vital Functions the Circulatory System Incmentioning

confidence: 99%

Self-Regulated Learning in the Classroom: A Literature Review on the Teacher’s Role

Moos

Ringdal

2012

Education Research International

Self Cite

130

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Empirical research has supported the long held assumption that individual differences exist in how students learn. Recent methodological advancements have allowed educational research to examine not only what students learn, but also how they learn. Research has found that active involvement in learning, including setting meaningful goals, selecting appropriate and taskspecific strategies, monitoring motivational levels, and adapting based on feedback are all positively related to learning outcomes. How can teachers support students' development and use of these learning processes? The goal of this paper is to examine research that has used the Self-Regulated Learning (SRL) theory to consider this broad question. Methodological advancements recently used in this field of research, various SRL theoretical frameworks guiding this research, and studies that empirically examined selfregulation with both preservice and inservice teachers are discussed. The paper concludes with the theoretical, methodological, and practical implications of the reviewed studies.

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“…Azevedo, Guthrie, & Seibert, 2004;Moos & Azevedo, 2008a;Shapiro, 2004). Learners should ideally select tasks that are challenging, but not too difficult (cf.…”

Section: Introductionmentioning

confidence: 99%

Training self-assessment and task-selection skills: A cognitive approach to improving self-regulated learning

Kostons

Gog

Paas

2012

Learning and Instruction

217

201

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a b s t r a c tFor self-regulated learning to be effective, students need to be able to accurately assess their own performance on a learning task and use this assessment for the selection of a new learning task. Evidence suggests, however, that students have difficulties with accurate self-assessment and task selection, which may explain the poor learning outcomes often found with self-regulated learning. In experiment 1, the hypothesis was investigated and confirmed that observing a human model engaging in self-assessment, task selection, or both could be effective for secondary education students' (N ¼ 80) acquisition of selfassessment and task-selection skills. Experiment 2 investigated and confirmed the hypothesis that secondary education students' (N ¼ 90) acquisition of self-assessment and task-selection skills, either through examples or through practice, would enhance the effectiveness of self-regulated learning. It can be concluded that self-assessment and task-selection skills indeed play an important role in selfregulated learning and that training these skills can significantly increase the amount of knowledge students can gain from self-regulated learning in which they choose their own learning tasks.

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Exploring the fluctuation of motivation and use of self-regulatory processes during learning with hypermedia

Cited by 66 publications

References 53 publications

The effectiveness of self-regulated learning scaffolds on academic performance in computer-based learning environments: a meta-analysis

The effectiveness of self-regulated learning scaffolds on academic performance in computer-based learning environments: a meta-analysis

Self-Regulated Learning in the Classroom: A Literature Review on the Teacher’s Role

Training self-assessment and task-selection skills: A cognitive approach to improving self-regulated learning

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