Investigating how college students' task definitions and plans relate to self-regulated learning processing and understanding of a complex science topic
Investigating how college students' task definitions and plans relate to self-regulated learning processing and understanding of a complex science topic
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DOI：
10.1016/j.cedpsych.2012.02.002
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发表时间：
2012-10-01
影响因子：
10.3
通讯作者：
Crompton, Helen
中科院分区：
文献类型：
--
作者：
Greene, Jeffrey A.;Hutchison, Leigh Anna;Crompton, Helen
Winne和Hadwin（2008）确定了自我调节学习（SRL）的四个阶段，包括定义任务，设定目标和制定计划，学习（即，学习和适应。绝大多数自主学习研究都集中在第三阶段的加工上，即学习。在这项研究中，我们开发的编码规则，使我们能够检查的结果，大学生的处理过程中的第一阶段和第二阶段的Winne和Hadwin的模型，任务定义和计划，影响他们的SRL处理，而学习与超媒体学习环境（HLE），和他们随后的学业成绩。我们的研究结果表明，平均而言，参与者获得了事实知识和综合概念的理解，在学习过程中与HLE。受试者在前测时的任务定义和计划的质量，以及他们在学习过程中的自主学习加工，与学习成果有关。平均而言，参与者的任务定义从预测到后测都有所提高。这项研究的结果和相关的编码方法对教育研究和实践具有启示意义。(c)2012 Elsevier Inc. All rights reserved.
Winne and Hadwin (2008) identified four phases of self-regulated learning (SRL) including defining the task, setting goals and making plans, studying (i.e., learning), and adaptation. The vast majority of SRL research has focused on processing during the third phase, studying. In this study, we developed coding rubrics that allowed us to examine how the results of college students' processing during phases one and two of Winne and Hadwin's model, task definitions and plans, affected their SRL processing while learning with a hypermedia learning environment (HLE), and their subsequent academic performance. Our findings showed that, on average, participants gained both factual knowledge and integrated conceptual understanding over the course of learning with the HLE. The quality of participants' task definitions and plans at pretest, as well as their SRL processing during learning, were related to learning outcomes. On average, participants' task definitions improved from pretest to posttest. The findings from this study and the associated coding methodologies have implications for educational research and practice. (c) 2012 Elsevier Inc. All rights reserved.