A Computer-Based Approach to Fostering Motivation and Self-Regulated Learning

Autor/inn/en	Dresel, Markus; Haugwitz, Marion
Titel	A Computer-Based Approach to Fostering Motivation and Self-Regulated Learning
Quelle	In: Journal of Experimental Education, 77 (2008) 1, S.3-18 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0973
Schlagwörter	Feedback (Response); Student Motivation; Independent Study; Computer Uses in Education; Computer Software; Computers; Metacognition; Grade 6; Middle School Students; Mathematics Instruction; Teaching Methods; Comparative Analysis; Knowledge Level; Instructional Effectiveness + Suchen Sie Ihr Suchwort? Schulische Motivation; Selbststudium; Computernutzung; Digitalrechner; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; School year 06; 6. Schuljahr; Schuljahr 06; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Wissensbasis; Unterrichtserfolg
Abstract	The authors designed a computer-based approach to enhance motivation and self-regulated learning. Participants of the quasi-experimental study were 6th-grade students (N = 151) who worked with a mathematics-learning software program during regular classroom instruction. In the 1st condition, students received attributional software-generated feedback. In the 2nd condition, students received the attributional feedback and additional self-regulation training, which the authors designed to foster metacognitive control. In a placebo condition, students received neither. The authors observed positive effects on motivation and knowledge acquisition in both training conditions. An enhancement of metacognitive control strategies was evident only in the self-regulation condition. Moreover, the additional self-regulation training led to better knowledge acquisition than did the exclusive attributional feedback. (Contains 2 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10