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“I think I can!” Which motivation constructs are predictive of metacognition?. Daniel C. Moos, PhD. Overview. Introduction Hypermedia learning: Introduction Hypermedia: Metacognition Motivation & Metacognition Overview of Study Research questions Method and procedure

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i think i can which motivation constructs are predictive of metacognition

“I think I can!” Which motivation constructs are predictive of metacognition?

Daniel C. Moos, PhD

overview
Overview
  • Introduction
    • Hypermedia learning: Introduction
    • Hypermedia: Metacognition
    • Motivation & Metacognition
  • Overview of Study
    • Research questions
    • Method and procedure
    • Data analysis & discussion
    • Acknowledgements

Daniel C. Moos, PhD

Department of Education

Gustavus Adolphus College

AERA 2013

hypermedia learning introduction i
Hypermedia Learning: Introduction (I)

This is going to help…

TA

Reading

Didn’t really understand that…better re-read

Learned this in highschool…I am going to the next section…

Daniel C. Moos, PhD

Department of Education

Gustavus Adolphus College

AERA 2013

hypermedia learning introduction ii
Hypermedia Learning: Introduction (II)

Going to start here…

TA

Reading

Okay…to the next section

Okay…done reading that…where to next…

Daniel C. Moos, PhD

Department of Education

Gustavus Adolphus College

AERA 2013

hypermedia learning metacognition i
Hypermedia Learning: Metacognition(I)

Daniel C. Moos, PhD

Department of Education

Gustavus Adolphus College

AERA 2013

hypermedia learning metacognition ii
Hypermedia Learning: Metacognition(II)

Strategy Use:

Summarization: 12.04

Take Notes: 10.64

Daniel C. Moos, PhD

Department of Education

Gustavus Adolphus College

AERA 2013

metacognition motivation i
Metacognition & Motivation (I)
  • What factors explain these individual differences with respect to SRL?
  • Prior domain knowledge
    • Higher PDK = More monitoring, higher-ordered strategies
    • Lower PDK = More strategies, smaller subset (strategies, take notes; Moos & Azevedo, 2008)
  • Motivation
    • Theoretical assumption of “setting the stage”

Daniel C. Moos, PhD

Department of Education

Gustavus Adolphus College

AERA 2013

metacognition motivation ii
Metacognition & Motivation (II)

While theoretically assumed, the relationship between various motivation constructs and metacognition will be better understood with empirical research that uses process data and examines valences (positive and negative feedback loops)

overview of study research questions
Overview of Study: Research Questions
  • (1) To what extent does self-efficacy, intrinsic motivation, extrinsic motivation, task value, and/or control beliefs predict various metacognitive processes during hypermedia learning?
  • (2) To what extent is prior domain knowledge related to self-efficacy, intrinsic motivation, extrinsic motivation, task value, and control beliefs?

Daniel C. Moos, PhD

Department of Education

Gustavus Adolphus College

AERA 2013

overview of study participants measures
Overview of Study: Participants & Measures
  • Participants (N = 85)
      • 4 freshmen (5%), 15 sophomores (18%), 27 juniors (31%), and 36 seniors (42%); missing three
      • 63 females (74%) and 22 male (26%); missing one
  • Measures
    • PDK & Learning outcomes: Mental Model essay administered as pretest and posttest (Azevedo et al., 2005; Chi, 1994, 2000, 2005)
    • Motivation:Motivated Strategies for Learning Questionnaire (MSLQ; Pintrich et al., 1991)
    • Self-Regulated Learning: Think-aloud protocol(Ericsson, 2006; Ericsson & Simon, 1993)

Daniel C. Moos, PhD

Department of Education

Gustavus Adolphus College

AERA 2011

overview of study participants measures continued
Overview of Study: Participants & Measures, continued

Think-aloud data (42.5 hours of audio recoding)

Understanding

Content

Goals

-

-

+

+

“What am I suppose to be learning about?”

“This makes total sense…”

“I think this site will help me…”

“That video did not help at all…”

“I don’t get this…”

overview of study procedure
Overview of Study: Procedure

Procedure

Pretest

Walkthrough

& Directions

MSLQ

30 minute hypermedia task

Posttest

Data

Prior Knowledge

Motivation

Learning Outcomes

Metacognition

overview of study results
Overview of Study: Results

Self-efficacy

Extrinsic motivation

Self-efficacy

overview of study discussion
Overview of Study: Discussion
  • “Metacognitive Cost”
    • Why monitor understanding unless confident about capability to accomplish specific task? (i.e. high self-efficacy)
      • Theoretical implications: Motivation “sets the stage” for self-regulated learning
      • Design implications: Scaffolding metacognitive processes should be accompanied by motivational scaffolding (in particular, self-efficacy). The “skill” vs. “will” consideration.
      • Methodological implications: Movement towards online cognitive and metacognitive measures; should include online motivation measures
  • Is extrinsic motivation really that bad?
    • Is the relationship between motivation and metacognitive processes affected by learning environment (e.g., nonlinear learning environments such as hypermedia; Moos, 2010)?
slide15

Thank you for attending this session!

  • Daniel C. Mood, PhD
  • Contact Information
  • Email: dmoos@gustavus.edu
  • Website: homepages.gac.edu/~dmoos

Daniel C. Moos, PhD

Department of Education

Gustavus Adolphus College

AERA 2013