daniel c. moos, phd amanda miller (elementary teacher)
DESCRIPTION
The Self-Regulated Learning Cycle with Hypermedia: Stable Between T asks?. Daniel C. Moos, PhD Amanda Miller (Elementary Teacher). Overview. Introduction Context Theoretical Frameworks Rationale of study Overview of Study Method & procedure Results - PowerPoint PPT PresentationTRANSCRIPT
![Page 1: Daniel C. Moos, PhD Amanda Miller (Elementary Teacher)](https://reader036.vdocument.in/reader036/viewer/2022062305/568164da550346895dd7272b/html5/thumbnails/1.jpg)
Daniel C. Moos, PhDAmanda Miller (Elementary Teacher)
The Self-Regulated Learning Cycle with Hypermedia: Stable Between Tasks?
![Page 2: Daniel C. Moos, PhD Amanda Miller (Elementary Teacher)](https://reader036.vdocument.in/reader036/viewer/2022062305/568164da550346895dd7272b/html5/thumbnails/2.jpg)
Overview• Introduction
• Context• Theoretical Frameworks• Rationale of study
• Overview of Study• Method & procedure• Results • Discussion: Theoretical & Methodological
implications• Acknowledgements Daniel C. Moos, PhD
Department of EducationGustavus Adolphus College
AERA 2013
![Page 3: Daniel C. Moos, PhD Amanda Miller (Elementary Teacher)](https://reader036.vdocument.in/reader036/viewer/2022062305/568164da550346895dd7272b/html5/thumbnails/3.jpg)
Context: Hypermedia Learning
Daniel C. Moos, PhDDepartment of Education
Gustavus Adolphus CollegeAERA 2013
Non-linear
Multiple Representations
![Page 4: Daniel C. Moos, PhD Amanda Miller (Elementary Teacher)](https://reader036.vdocument.in/reader036/viewer/2022062305/568164da550346895dd7272b/html5/thumbnails/4.jpg)
Theoretical Frameworks (I)Social Cogntive Approach (Schunk & Zimmerman, 1997; Zimmerman, 2000) )
![Page 5: Daniel C. Moos, PhD Amanda Miller (Elementary Teacher)](https://reader036.vdocument.in/reader036/viewer/2022062305/568164da550346895dd7272b/html5/thumbnails/5.jpg)
Theoretical Frameworks (II)Information and Processing Approach (Winne & Hadwin,1998)
![Page 6: Daniel C. Moos, PhD Amanda Miller (Elementary Teacher)](https://reader036.vdocument.in/reader036/viewer/2022062305/568164da550346895dd7272b/html5/thumbnails/6.jpg)
Pintrich (2000)
Theoretical Frameworks (III)
PHASES
Cognition Motivation Behavior Context
Planning
Monitoring
Control
Reaction &Reflection
Prior knowledge activationMetacognitive monitoringSelection of strategies
Task interest
Strategy selection for managing motivation
Time and effort planningMonitoring of time, effort
Perception of task/contextMonitoring changing context
Evaluate task/context
AREAS
Monitoring of motivation
Cognitive judgments
Affective reactions
Behavioral strategies, such as help-seekingBehavioral reflection
Contextual choices
![Page 7: Daniel C. Moos, PhD Amanda Miller (Elementary Teacher)](https://reader036.vdocument.in/reader036/viewer/2022062305/568164da550346895dd7272b/html5/thumbnails/7.jpg)
Theoretical Frameworks (IV)
• Different models, shared assumptions:1. Idiosyncratic goals are constructed; self-
regulated learning is a proactive, constructive process
2. Cognition, behavior, and motivation can be potentially monitored and regulated
3. Behavior is goal-directed and can be modified to achieve a desired goal
“Dynamic”; “Event”; “Recursive”Empirical support for theoretical assumptionsDifferences between and within learners
![Page 8: Daniel C. Moos, PhD Amanda Miller (Elementary Teacher)](https://reader036.vdocument.in/reader036/viewer/2022062305/568164da550346895dd7272b/html5/thumbnails/8.jpg)
“Knowledge acquisition” (Moos & Azevedo, 2008)
![Page 9: Daniel C. Moos, PhD Amanda Miller (Elementary Teacher)](https://reader036.vdocument.in/reader036/viewer/2022062305/568164da550346895dd7272b/html5/thumbnails/9.jpg)
“Knowledge verification” (Moos & Azevedo, 2008)
![Page 10: Daniel C. Moos, PhD Amanda Miller (Elementary Teacher)](https://reader036.vdocument.in/reader036/viewer/2022062305/568164da550346895dd7272b/html5/thumbnails/10.jpg)
Rationale• SRL highly predictive of learning outcomes in variety of
contexts with various developmental groups (Bembenutty, 2011; Butler, Cartier, Schnellert, 2011; Cleary & Sandars, 2011; Cleary & Platten, 2013; DiBenedetto & Bembenutty, 2013; McPherson & Renwick, 2011; Schunk & Zimmerman, 2013); particularly with hypermedia (Azevedo et al. 2012; Greene et al. 2013; Moos & Stewart, 2013)• Differences between students’ SRL and individual changes
within learning tasks
• Stability of SRL processes across tasks for individual students?
![Page 11: Daniel C. Moos, PhD Amanda Miller (Elementary Teacher)](https://reader036.vdocument.in/reader036/viewer/2022062305/568164da550346895dd7272b/html5/thumbnails/11.jpg)
Research Questions
Daniel C. Moos, PhDDepartment of Education
Gustavus Adolphus CollegeAERA 2013
To what extent are variables from the forethought phase (motivation constructs) stable across learning tasks?
To what extent are variables from the other phases (planning, monitoring, and learning strategies) stable across learning tasks?
To what extent do SRL processes from the forethought phase predict SRL processes from other phases?
![Page 12: Daniel C. Moos, PhD Amanda Miller (Elementary Teacher)](https://reader036.vdocument.in/reader036/viewer/2022062305/568164da550346895dd7272b/html5/thumbnails/12.jpg)
Participants & Measures• Participants (N = 37)
• Pre-service teachers from a Midwest college• 32 females (86%) and 5 females (14%)
• Measures • Mental Model Essays (Azevedo & Cromley, 2005; Chi, 2005): Prior
domain knowledge and learning outcomes for two topics • Motivated Strategies for Learning Questionnaire (MSLQ;
Pintrich et al., 1991): Self-efficacy, intrinsic motivation, extrinsic motivation, task value, control beliefs
• Concurrent Think-Aloud protocol (Ericsson, 2006): SRL during learning (Azevedo & Cromley, 2004; Pintrich, 2000; Winne & Hadwin, 1998; Zimmerman & Schunk, 2001)
![Page 13: Daniel C. Moos, PhD Amanda Miller (Elementary Teacher)](https://reader036.vdocument.in/reader036/viewer/2022062305/568164da550346895dd7272b/html5/thumbnails/13.jpg)
Pretest PosttestWalkthrough& Directions
Hypermedia(Circulatory/
Constructivism)
Procedure for each learning task• Participants individually run
• Each participant completed two learning task (order counterbalanced)
Data
Prior Knowledge
SRL Learning Outcomes
MSLQ
Motivation
Procedure
![Page 14: Daniel C. Moos, PhD Amanda Miller (Elementary Teacher)](https://reader036.vdocument.in/reader036/viewer/2022062305/568164da550346895dd7272b/html5/thumbnails/14.jpg)
Results (I)
Expectancy X Value (Eccles & Wigfield, 20002)
![Page 15: Daniel C. Moos, PhD Amanda Miller (Elementary Teacher)](https://reader036.vdocument.in/reader036/viewer/2022062305/568164da550346895dd7272b/html5/thumbnails/15.jpg)
Results (II)
![Page 16: Daniel C. Moos, PhD Amanda Miller (Elementary Teacher)](https://reader036.vdocument.in/reader036/viewer/2022062305/568164da550346895dd7272b/html5/thumbnails/16.jpg)
Discussion• Changes in learning task content can affect first phase of SRL (motivation)
• Do changes in the first phase affect subsequent SRL phases?
Maybe, Maybe Not
![Page 17: Daniel C. Moos, PhD Amanda Miller (Elementary Teacher)](https://reader036.vdocument.in/reader036/viewer/2022062305/568164da550346895dd7272b/html5/thumbnails/17.jpg)
DiscussionIPT
(Winne & Hadwin, 1995)
Pintrich 4x4(Pintrich, 2000)
Social Cognitive
(Schunk & Zimmerman,
2013)
MASRL model
(Efklides, 2011)
Cognitive conditions(Beliefs and Attributions)
Planning phase of
motivation (Task Value)
Reciprocal Causation
(Self-efficacy)
Person level & Task ×
Person level (Achievement
Goals)
• Role of Individualized Feedback that accounts for the dynamic nature of SRL: “Skill” (capacity) and “Will” (motivation)
• What factors affect the dynamic relationship between phases?• Are there more stable, trait-like SRL processes?
![Page 18: Daniel C. Moos, PhD Amanda Miller (Elementary Teacher)](https://reader036.vdocument.in/reader036/viewer/2022062305/568164da550346895dd7272b/html5/thumbnails/18.jpg)
Limitations & Future Directions• Methodological challenges: Triangulating with multiple measures and using combination methods (e.g., SRL microanalysis; Cleary, Callan, & Zimmerman, 2012)
• Longitudinal data: Some SRL processes change over longer periods of time
• Developmental and/or knowledge factors
• Sample size
![Page 19: Daniel C. Moos, PhD Amanda Miller (Elementary Teacher)](https://reader036.vdocument.in/reader036/viewer/2022062305/568164da550346895dd7272b/html5/thumbnails/19.jpg)
Acknowledgments: Maria DiBenedetto
Drs. Bembenutty, Butler, Cleary, Schnellert, Schunk, MchPherson Greg Callan and Amanda Miller
Contact Information:
Email: [email protected]
Website: homepages.gac.edu/~dmoos