Effects of self-regulated learning on metacognitive strategies, academic performance, and transfer of preservice teachers in an educational technology class

The purpose of this study was to investigate self-regulated learning and academic performance in undergraduate preservice teacher education by incorporating self-regulated learning training into an undergraduate educational technology class. This study determined if there was a difference in the self-regulated learning after the control and experimental groups completed different training modules. Self-regulated learning is a valuable skill for preservice teachers to learn for their own studies and to teach their future students. This study examined two training modules which allowed preservice teachers to systematically practice self-regulation.; Participants were randomly assigned to three different training modules which were designed to explore if self-regulated learning skills significantly increased after completing a WebQuest on self-regulated learning and/or completing self-regulated learning questionnaires. Self-regulated learning was measured the Motivated Strategies for Learning Questionnaire (MSLQ). Pintrich, Smith, Garcia, and McKeachie (1991) created this instrument to assess motivational orientations and learning strategies. Goal-setting and knowledge-base forms were completed at the beginning and end of the semester. During the semester, weekly monitoring and weekly evaluation online forms were completed on a web-based survey service called Survey Monkey. Mid-term and final evaluations were administered to assist students in evaluating their progress. This study analyzed final course grade by group to examine the impact on academic performance.; An analysis of covariance was performed on MSLQ scores and final course grade among groups. This study included factors that contribute to the transfer of use of self-regulated strategies and factors that predict final course grade. The results of this study did not support the hypothesis that there were significant differences between the treatment and control groups on all but one scale on the MSLQ. Time and study environment was the scale on the MSLQ that was significantly different among the groups. Qualitative responses identified why students chose not to use self-regulated learning strategies and which self-regulated learning methods were most useful. Results also indicated that control beliefs, effort regulation, and rehearsal were predictors of final course grade.