A Computer-Based Approach to Fostering Motivation and Self-Regulated Learning

The authors designed a computer-based approach to enhance motivation and self-regulated learning. Participants of the quasi-experimental study were 6th-grade students (N = 151) who worked with a mathematicslearning software program during regular classroom instruction. In the 1st condition, students received attributional software-generated feedback. In the 2nd condition, students received the attributional feedback and additional self-regulation training, which the authors designed to foster metacognitive control. In a placebo condition, students received neither. The authors observed positive effects on motivation and knowledge acquisition in both training conditions. An enhancement of metacognitive control strategies was evident only in the self-regulation condition. Moreover, the additional self-regulation training led to better knowledge acquisition than did the exclusive attributional feedback.

[1]  R. Azevedo,et al.  The Role of Self-Regulated Learning in Fostering Students' Conceptual Understanding of Complex Systems with Hypermedia , 2004 .

[2]  P. Pintrich,et al.  Handbook of self-regulation , 2000 .

[3]  F. Försterling,et al.  Attributional retraining: a review. , 1985, Psychological bulletin.

[4]  Raymond L. Debus,et al.  Effects of internally focused feedback and attributional feedback on enhancement of academic self-concept , 1991 .

[5]  Philip H. Winne,et al.  How Software Technologies Can Improve Research on Learning and Bolster School Reform , 2006 .

[6]  B. Zimmerman,et al.  Student Differences in Self-Regulated Learning: Relating Grade, Sex, and Giftedness to Self-Efficacy and Strategy Use. , 1990 .

[7]  M. Bannert.  Effects of Reflection Prompts When Learning with Hypermedia , 2006 .

[8]  A. Ziegler,et al.  Langfristige Förderung von Fähigkeitsselbstkonzept und impliziter Fähigkeitstheorie durch computerbasiertes attributionales Feedback , 2006 .

[9]  B. Weiner.  An attributional theory of achievement motivation and emotion. , 1985, Psychological review.

[10]  Philip H. Winne,et al.  Studying as self-regulated learning. , 1998 .

[11]  B. Zimmerman.  Developing self-fulfilling cycles of academic regulation: An analysis of exemplary instructional models. , 1998 .

[12]  P. Pintrich,et al.  Motivation in Education: Theory, Research, and Applications , 1995 .

[13]  Martha Carr,et al.  Effects of Attributional Retraining on Strategy-Based Reading Comprehension in Learning-Disabled Students. , 1988 .

[14]  A. Hadwin,et al.  Roles for software technologies in advancing research and theory in educational psychology. , 2005, The British journal of educational psychology.

[15]  L. K. Edwards,et al.  Applied analysis of variance in behavioral science , 1993 .

[16]  Jorge L. Mendoza,et al.  Analysis of repeated measurements. , 1979 .

[17]  Janna Siegel Robertson,et al.  Is Attribution Training a Worthwhile Classroom Intervention For K–12 Students with Learning Difficulties? , 2000 .

[18]  M. Boekaerts,et al.  Self-Regulation in the Classroom: A Perspective on Assessment and Intervention , 2005 .

[19]  B. M. Fulk.  The Effects of Combined Strategy and Attribution Training on LD Adolescents' Spelling Performance , 1996 .

[20]  Markus Dresel,et al.  The relationship between cognitive abilities and self‐regulated learning: evidence for interactions with academic self‐concept and gender , 2006 .

[21]  Carol S. Dweck,et al.  Theories of Intelligence: Background and Measures. , 1989 .