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    The Role of Goal Structure in Undergraduates' Use of Self-Regulatory Variables in Two Hypermedia Learning Tasks

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    Date
    2004-11-17
    Author
    moos, daniel Charles
    Advisor
    Byrnes, James P
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    Abstract
    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.
    URI
    http://hdl.handle.net/1903/2010
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    • Human Development & Quantitative Methodology Theses and Dissertations
    • UMD Theses and Dissertations

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