Literaturnachweis - Detailanzeige
| Autor/inn/en | Lehmann, Thomas; Hähnlein, Inka; Ifenthaler, Dirk |
|---|---|
| Titel | Cognitive, metacognitive and motivational perspectives on preflection in self-regulated online learning. Gefälligkeitsübersetzung: Kognitive, metakognitive und motivationale Perspektiven bezüglich der Präflektion bei selbstreguliertem Online-Lernen. |
| Quelle | In: Computers in human behavior, (2014) 32, S. 313-323Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | online; Zeitschriftenaufsatz |
| ISSN | 0747-5632 |
| DOI | 10.1016/j.chb.2013.07.051 |
| Schlagwörter | Metakognition; Lernen; Motivation; Unterweisung; Benutzerführung; Computerunterstütztes Verfahren; Individueller Unterschied |
| Abstract | Investigated the effects of preflective and reflective prompts in online learning contexts. Two studies were conducted with a total of 131 university students (mean age 22 years). In Study 1, participants were presented a problem in an online learning environment in which they received generic preflective, directed preflective prompts before completing the task or directed reflective prompts after completing the task. In addition participants completed the German versions of the Intrinsic Motivation Inventory and Metacognitive Awareness Inventory as well as a declarative knowledge test before complaint the task. In Study 2, participants received either generic or directed preflective prompts or no prompts at all (control group) before completing the online learning task. Furthermore, participants completed the Kurzskalen zur Erfassung der Positiven Aktivierung, Negativen Aktivierung und Valenz (PANAVA-KS) before introduction to, commencement of, and after completion of the task. Participants also completed the German version of the Index of Learning Styles as well as a domain-specific knowledge test. Results showed that directed preflective prompts were effective for novice learners and were observed to influence positive activation. Furthermore, metacognitive awareness was found to be a predictor of self-regulated learning outcomes. Practical implications are discussed. (ZPID). |
| Erfasst von | Leibniz-Institut für Psychologie, Trier |
| Update | 2026/3 |
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