Differences in Elementary Students' Self-Regulated Processes for Computer versus Printed Reading Assignments

Autor/inn/en	Sergi, Katerina; Elder, Anastasia D.; Wei, Tianlan; Javorsky, Kristin; Xu, Jianzhong
Titel	Differences in Elementary Students' Self-Regulated Processes for Computer versus Printed Reading Assignments
Quelle	In: Reading Horizons, 61 (2022) 3, S.68-95, Artikel 5 (28 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-0502
Schlagwörter	Metacognition; Computer Assisted Instruction; Educational Technology; Printed Materials; Reading Assignments; Elementary School Students; Grade 2; Grade 3; Grade 4; Grade 5; After School Programs; Age Differences; Knowledge Level; Cognitive Processes; Educational Media + Suchen Sie Ihr Suchwort? Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Computer based training; Computerunterstützter Unterricht; Unterrichtsmedien; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Age; Difference; Age difference; Altersunterschied; Wissensbasis; Cognitive process; Kognitiver Prozess; Bildungsmittel
Abstract	The purpose of this study was to investigate metacognitive self-regulated learning (SRL) differences in computer- and paper-based reading assignments across elementary students. Students in two after-school programs in a southeastern U.S. public school district were recruited. The final sample consisted of 48 students in Grades 2--5 who participated in two counterbalanced conditions involving a computer- and a paper-based reading assignment. The study employed a 2 x 4 (condition-by-grade) mixed-model analysis of variance (ANOVA) and follow-up tests to examine metacognitive SRL differences between conditions and grades. The results indicate that elementary students used various metacognitive SRL skills across both conditions. The mixed-model ANOVA results show a significant interaction in control processes in paper-based reading for students in fifth grade, a significant main effect of condition in evaluation practices in computer-based reading for all grades, and a significant main effect of condition in conditional knowledge in the paper reading assignment for all grades. The results suggest that students can benefit from focused instruction to apply metacognitive SRL skills between the two reading formats. (As Provided).
Anmerkungen	Western Michigan University, College of Education. 1903 West Michigan Avenue, Kalamazoo, MI 49008. Tel: 269-387-3498; Fax: 269-387-6272; Web site: https://scholarworks.wmich.edu/reading_horizons/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01