The effect of a metacognitive intervention on approach to learning and self -regulation of learning in baccalaureate nursing students

The purpose of this study was to examine the effect of a metacognitive intervention, specifically concept mapping, on approach to learning and self-regulation of learning in baccalaureate nursing students. Understanding how students approach and regulate learning may offer insight into developing teaching practices aimed at the improvement of student learning.;Approach to learning was measured by the revised Study Process Questionnaire-2 Factor (rSPQ-2F) (Biggs, Kember, & Leung, 2001). Self-regulation of learning was measured by the Strategic Flexibility Questionnaire (SFQ (Cantwell & Moore, 1996). Using a non-equivalent, untreated control group, pretest posttest design, the investigator examined the effect of concept mapping on these outcome variables in a convenience sample (N = 80) of baccalaureate nursing students over the course of a 15-week semester.;Significant group differences were found in the treatment group for the deep approach to learning [F (1) = 5.62, p = .02] and adaptive control beliefs [F (1) = 8.71, p = .004] in that there was an increase in the deep approach to learning and adaptive control beliefs mean scores at the end of the semester. There were no significant differences between groups for the surface approach to learning, inflexible control beliefs, or irresolute control beliefs. Statistically significant pretest/posttest differences were found in the control group ( n = 43) in both deep approach to learning mean score (t = 2.13, df = 42, p = .04) and surface approach to learning mean score (t = -3.26, df = 42, p = .002). The deep approach to learning mean score decreased and the surface approach to learning mean score increased over the course of the semester.;The findings of this study provide empirical support for the value of concept mapping as a metacognitive intervention. Nurse educators are challenged to examine current pedagogy in relation to student learning. Recommendations for future research include the replication of this study using larger samples of students and conducting a longitudinal study to determine the ongoing and contextual approaches to learning over time. Further research is needed to determine the effect of traditional and non-traditional curricula on approach to learning and self-regulation of learning.