The role of goal structure in undergraduates' use of self-regulatory variables in two hypermedia learning tasks | Posted on:2005-05-29 | Degree:M.A | Type:Thesis | University:University of Maryland, College Park | Candidate:Moos, Daniel Charles | Full Text:PDF | GTID:2455390011951567 | Subject:Education | Abstract/Summary: | | Think-aloud and posttest data was collected from 64 undergraduates to examine whether they use a different proportion of self-regulated learning (SRL) variables in two related learning tasks about science topics while using a hypermedia environment. We also manipulated the goal structure of the two learning tasks in order to explore whether goal structure of a learning task is related to the use of SRL variables. Participants were randomly assigned to 1 of 3 conditions [mastery goal structure, performance-approach goal structure, or performance-avoidance goal structure] and participated in two 20 minute learning tasks in which they learned about the circulatory and respiratory system. Results indicate that while a mastery goal structure and a performance-approach goal structure are related to undergraduates' use of a similar proportion of SRL variables in two related learning tasks, a performance-avoidance goal structure is related to undergraduate's use of a different proportion of SRL variables, specifically planning. | Keywords/Search Tags: | Goal structure, Learning tasks, Variables, Different proportion, Undergraduates | | Related items |
| |
|