An investigation into the error coping component of self-instruction training.
Item
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Title
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An investigation into the error coping component of self-instruction training.
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Identifier
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AAI8821074
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identifier
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8821074
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Creator
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Colassano, Frank.
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Contributor
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Adviser: Marian C. Fish
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Date
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1988
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Language
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English
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Publisher
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City University of New York.
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Subject
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Education, Educational Psychology
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Abstract
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The present study investigated the active components which contribute to the overall effectiveness of self-instruction training. A review of previous component studies suggested that the effectiveness of the self-verbalization training step was mediated by the presence or absence of a content component for responding to errors. A two factor (error coping x verbalization) design was used to test this interaction hypothesis and to assess the error coping component itself. One-hundred twenty third graders were selected and randomly assigned to one of the following treatment conditions: error coping verbalizers, externally guided error copers, non-error coping verbalizers, externally guided non-error copers, practice only control. All subjects received two 30 minute training sessions. Three dependent variables were assessed: performance accuracy, self-efficacy, and persistence. The results did not support the utility of the error coping component. Verbalization had a marginally significant effect on both accuracy and self-efficacy. However, the effect for verbalization was not mediated by the error coping factor. Although the results did not support the hypothesized relationship, the present findings are consistent with the pattern of previous results suggesting that the verbalization effect relates to the occurrence of errors during training.
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Type
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dissertation
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Source
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PQT Legacy CUNY.xlsx
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degree
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Ph.D.
