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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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Greene, Jeffrey A.; Hutchison, Leigh Anna; Costa, Lara-Jeane; Crompton, Helen – Contemporary Educational Psychology, 2012
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…
Descriptors: College Students, Educational Research, Definitions, Academic Achievement
The Effects of Achievement Goals and Self-Regulated Learning Behaviors on Reading Comprehension in Technology-Enhanced Learning Environments
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Bernacki, Matthew L.; Byrnes, James P.; Cromley, Jennifer G. – Contemporary Educational Psychology, 2012
Studies examining students' achievement goals, cognitive engagement strategies and performance have found that achievement goals tend to predict classes of cognitive strategy use which predict performance on measures of learning. These studies have led to deeper theoretical understanding, but their reliance on self-report data limit the…
Descriptors: Reading Comprehension, Notetaking, Student Motivation, Academic Achievement
Self-Regulated Learning with Hypermedia: The Role of Prior Domain Knowledge
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Moos, Daniel C.; Azevedo, Roger – Contemporary Educational Psychology, 2008
Think-aloud and pre-test data were collected from 49 undergraduates with varying levels of prior domain knowledge to examine the relationship between prior domain knowledge and self-regulated learning with hypermedia. During the experimental session, each participant individually completed a pretest on the circulatory system, and then one 40-min…
Descriptors: Hypermedia, Anatomy, Learning Processes, Human Body
The Effect of Self-Explanation and Prediction on the Development of Principled Understanding of Chess in Novices
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de Bruin, Anique B. H.; Rikers, Remy M. J. P.; Schmidt, Henk G. – Contemporary Educational Psychology, 2007
The present study was designed to test the effect of self-explanation and prediction on the development of principled understanding of novices learning to play chess. First-year psychology students, who had no chess experience, first learned the basic rules of chess and were afterwards divided in three conditions. They either observed (control…
Descriptors: Psychology, Prediction, Games, Higher Education