Training Self-Regulation Skills: Effects on Self-Efficacy, Challenge/Threat, and Learning Outcomes

Description

Effective self-regulated learning with problem-solving tasks requires that students accurately assess their performance and select suitable next tasks, but many students struggle with this. Fortunately, these skills can be trained through video modeling examples, in which self-assessment and task-selection are demonstrated by peers: Research has shown that students who engaged in self-regulated learning after receiving the training, showed higher learning outcomes on a posttest than students who did not receive this training. These findings have also been replicated. However, that replication study was conducted with the exact same learning materials. Hence, it is important to also conduct a conceptual replication with different problem-solving tasks. Moreover, there was substantial variability in students’ posttest performance, and prior research suggested that the individual differences could be explained by motivational mechanisms (i.e., self-efficacy and challenge/threat states). However, those studies did not yet investigate whether and how motivational mechanisms affect students’ self-regulated learning outcomes after the training. Therefore, the present study was designed to investigate 1) if we can replicate the beneficial effects of training self-assessment and task-selection skills on self-regulated learning outcomes with different problem-solving tasks, and 2) if self-efficacy and challenge/threat experiences after the training predict self-regulated learning outcomes.

Period	22 Aug 2024
Event title	SIG 6&7 EARLI conference
Event type	Conference
Location	Tübingen, GermanyShow on map