Show simple item record

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

dc.contributor.advisorByrnes, James Pen_US
dc.contributor.authormoos, daniel Charlesen_US
dc.description.abstractThink-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.en_US
dc.format.extent1814304 bytes
dc.titleThe Role of Goal Structure in Undergraduates' Use of Self-Regulatory Variables in Two Hypermedia Learning Tasksen_US
dc.contributor.publisherDigital Repository at the University of Marylanden_US
dc.contributor.publisherUniversity of Maryland (College Park, Md.)en_US
dc.contributor.departmentHuman Developmenten_US
dc.subject.pqcontrolledEducation, Educational Psychologyen_US
dc.subject.pquncontrolledself-regulated learningen_US
dc.subject.pquncontrolledgoal orientationen_US

Files in this item


This item appears in the following Collection(s)

Show simple item record