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Exploring the Hows and the Whos: The Effects of Self-Regulation Prompting and Goal Orientation on the e-Learning Process

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Date Issued:
2014
Abstract/Description:
This study investigated the effects that self-regulation prompts and goal orientation may exhibit on self-regulatory processes and subsequent learning. Specifically, a moderated mediation model was developed to explain how self-regulation prompts interact with prove performance goal orientation to affect two mediational processes, time on task and self-regulatory activity, and ultimately impact learning within a learner-controlled e-learning environment. To assess these hypotheses, an online Microsoft Excel instructional program was developed wherein 197 participants had control over when and where they completed training, the content they reviewed, the delivery medium (text-based or video-based), and the sequencing and pace at which they progressed through training. Participants in the experimental condition were periodically asked questions (i.e., self-regulation prompts) designed to encourage self-assessment of learning progress and strategies. All participants completed questionnaires before and after training. Findings did not support the hypothesized model. Implications and limitations as well as recommendations for future research will be discussed.
Title: Exploring the Hows and the Whos: The Effects of Self-Regulation Prompting and Goal Orientation on the e-Learning Process.
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Name(s): Benishek, Lauren, Author
Salas, Eduardo, Committee Chair
Joseph, Dana, Committee Member
Jentsch, Florian, Committee Member
Burke, Shawn, Committee Member
University of Central Florida, Degree Grantor
Type of Resource: text
Date Issued: 2014
Publisher: University of Central Florida
Language(s): English
Abstract/Description: This study investigated the effects that self-regulation prompts and goal orientation may exhibit on self-regulatory processes and subsequent learning. Specifically, a moderated mediation model was developed to explain how self-regulation prompts interact with prove performance goal orientation to affect two mediational processes, time on task and self-regulatory activity, and ultimately impact learning within a learner-controlled e-learning environment. To assess these hypotheses, an online Microsoft Excel instructional program was developed wherein 197 participants had control over when and where they completed training, the content they reviewed, the delivery medium (text-based or video-based), and the sequencing and pace at which they progressed through training. Participants in the experimental condition were periodically asked questions (i.e., self-regulation prompts) designed to encourage self-assessment of learning progress and strategies. All participants completed questionnaires before and after training. Findings did not support the hypothesized model. Implications and limitations as well as recommendations for future research will be discussed.
Identifier: CFE0005463 (IID), ucf:50382 (fedora)
Note(s): 2014-12-01
Ph.D.
Sciences, Psychology
Doctoral
This record was generated from author submitted information.
Subject(s): e-learning -- self-regulation prompting -- self-regulation activity -- learner control
Persistent Link to This Record: http://purl.flvc.org/ucf/fd/CFE0005463
Restrictions on Access: public 2014-12-15
Host Institution: UCF

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