Components And Influencing Factors Of Self-monitoring In The Online Learning Environment

Online learning self-monitoring is the monitoring of learners'self-learning behavior and mental activities in the online learning environment. According to the development of information network technology, online learning becomes a main supplementary way of traditional learning which has a high requirement of self-direction, self-control and autonomy due to its specificity. So the self-monitoring in online learning has drawn increasing attention. The subjects of this research are the undergraduates who are the most concentrated community in the internet use. Based on the construction of the theory of online learning self-monitoring and exploring the psychological structure of it, this dissertation tried to develop a high-quality scale of online learning self-monitoring------the online learning self-monitoring scale of undergraduates (OLSMSU), then made an experimental research about the status of online learning self-monitoring by using OLSMSU, and tried to find the influencing factors of online learning self-monitoring failure. After that, this dissertation also discussed the influence of achievement motivation and informed of test, task urgency and the recognition of task importance, cognitive style and representational mode of information into online learning self-monitoring by making three online learning experiments.In this study, after checking with the missing values, the mean standard deviation, the skewness coefficient and kurtosis coefficient, the relevant index of the total examination questions, the OLSMSU was developed on the basis of EFA and CFA. The results showed that the OLSMSU included 40 items, which consisted of four dimensions named cognition self-monitoring, will self-monitoring, strategy self-monitoring and emotion self-monitoring. The reliabilities and validities showed that the OLSMSU could be used as an effective tool to assess the online learning self-monitoring of undergraduates.The results of testing to 731 undergraduates by using the OLSMSU showed that undergraduates'online learning self-monitoring was on the middle level and could be improved, especially in the emotion self-monitoring, in which boys had higher marks than girls and sophomores got the highest marks among all grades. The results also showed that the attribution of undergraduates'online learning self-monitoring failure was influenced by the importance of learning tasks and task setters. In addition, it was found that these two factors had interactive effects on the attribution to online learning self-monitoring.In order to make sure of the nature and influencing factors of online learning self-monitoring, a real online learning situation was designed which included online learning platforms and self-devised learning materials. There are three experiments of between-subject design in this dissertation: the independent variables are achievement motivation and informed of test, task urgency and recognition of task importance, cognitive style and representational mode of information, etc; the dependent variables are trek time of undergraduates when learning and estimation bias of testing scores after learning.In experiment 1, when we explored the influence of achievement motivation and informed of test on the online learning self-monitoring, the interactive effects were found in the influence of achievement motivation and informed of test on online learning self-monitoring. Telling whether there was a test after learning could effectively prevent the online learning trek time of undergraduates with low achievement motivation, and could increase the self-estimate accuracy of those undergraduates with high achievement motivation.——This experiment explored the influencing factors of online learning self-monitoring from the perspective of the learners'emotion.Experiment 2 payed attention to how the task urgency and the recognition of the importance of tasks influence self-monitoring. It was found that both the task urgency and the recognition of task importance had effects on the trek time and the estimation bias. And these two independent variables had the interactive effects on online learning self-monitoring.——This experiment probed into the factors of online learning self-monitoring from the perspective of the task characteristics.The 3rd experiment respectively explored how representational modes of information and the different cognitive styles of learners influence online learning self-monitoring. The results indicated that the two independent variables had interactive effects on trek time, and different representational modes of information influenced the estimation bias of testing scores, while cognitive styles did not.——This experiment probed into the factors of online learning self-monitoring from perspective of both cognitive styles and task characteristics.In this research, how scheme alerts influence online learning self-monitoring was studied. And the results showed that the online learning self-monitoring didn't reach the significant level.The main innovations of this dissertation were as follows: it proposed the psychological structure of undergraduates'online learning self-monitoring; developed a high-quality online learning self-monitoring assessment tool; discussed the present situation of college students'online learning self-monitoring and attribution to self-monitoring failure; explored the factors affecting on online learning self-monitoring. The conclusions of these studies not only provided inspiration to the researchers on online learning rules, but also provided empirical evidence on content optimization, improving the presentation method and controlling the learning process. Future research should pay more attention to the followings: use IRT and GT techniques when developing scales; try to find the method of setting reference scores; explore the neural mechanism of self-monitoring.