Supporting Self-Regulated Learning with Digital Media Using Motivational Regulation and Metacognitive Prompts

Autor/inn/en	Daumiller, Martin; Dresel, Markus
Titel	Supporting Self-Regulated Learning with Digital Media Using Motivational Regulation and Metacognitive Prompts
Quelle	In: Journal of Experimental Education, 87 (2019) 1, S.161-176 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Daumiller, Martin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0973
DOI	10.1080/00220973.2018.1448744
Schlagwörter	Metacognition; Cues; Student Motivation; Pretests Posttests; Learning Strategies; Information Technology; Student Attitudes; Undergraduate Students; Foreign Countries; Task Analysis; Psychology; Learning Activities; Psychological Studies; Computer Assisted Instruction; Prior Learning; Learning Processes; Instructional Effectiveness; Germany + Suchen Sie Ihr Suchwort? Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Stichwort; Schulische Motivation; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Informationstechnologie; Schülerverhalten; Ausland; Aufgabenanalyse; Psychologie; Lernaktivität; Computer based training; Computerunterstützter Unterricht; Vorkenntnisse; Learning process; Lernprozess; Unterrichtserfolg; Deutschland
Abstract	Studying with digital media, learners often struggle because of inadequate self-regulation. Previous research presented clear evidence of metacognitive prompts being effective in supporting learning with digital media. This study examines the potential of motivational regulation prompts, which are assumed to additionally support self-regulated learning. During a 50-minute learning session in a digital media learning environment, 215 university students received either no prompts, only metacognitive prompts, only motivational regulation prompts, or both types of prompts. Task value, metacognitive control, task-related learning activities, and knowledge were assessed at a pretest, posttest, and follow-up. The results replicated known positive effects of metacognitive prompts and revealed additional supportive effects of motivational regulation prompts on all dependent variables. Path modeling of the experimentally induced changes was in line with a theoretical model specifying proximal and distal effects of both prompts. Altogether, this indicates that especially motivational regulation prompts could be an effective scaffold to support SRL with digital media. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01