The effects of modeled strategies and attributions on students' self-regulated learning and spelling achievement.
Item
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Title
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The effects of modeled strategies and attributions on students' self-regulated learning and spelling achievement.
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Identifier
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AAI9325155
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identifier
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9325155
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Creator
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Telzer, Ellen Gail.
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Contributor
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Adviser: Barry J. Zimmerman
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Date
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1993
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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 | Education, Language and Literature
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Abstract
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The purpose of this study was to compare the effectiveness of three types of modeling (i.e., coping, mastery, and no modeling) and two types of strategy attribution (i.e., with attributional experiences and without attributional experiences) on students' use of self-regulated learning process (self-efficacy and self-evaluation) and spelling achievement. Using Zimmerman's model of self-regulated learning as the framework for the investigation, 50 sixth and seventh grade students who had been identified as having difficulty in learning how to spell served as subjects. The subjects were randomly assigned to one of five treatment groups according to a 2 (coping vs mastery modeling) x 2 (attribution vs. no attribution) design. A control group formed the fifth group. The study involved four phases: a training phase, a pre-test phase, a learning phase, and a post learning phase. During the training phase subjects in the treatment groups observed a videotape of a peer model demonstrating a strategy for learning how to spell. The pre-test phase consisted of subjects rating their self-efficacy for spelling and taking a spelling pre-test. During the learning phase subjects practiced the observed strategy. The posttest phase consisted of a spelling posttest and subjects' self-evaluative judgement. The dependent measures were: self-efficacy for spelling, spelling pre-test, self-efficacy for learning, spelling posttest and self-evaluation for spelling.;Results of the study showed that for two of the dependent measures, posttest and self-evaluation, modeling and type of modeling (i.e., coping) each affected student spelling performance and levels of self-efficacy. Attribution training did not significantly affect spelling performance or self-efficacy. An additional finding was that observing a coping model using a strategy with attribution had a significant effect on posttest spelling performance and self-evaluative judgement. Contrary to expectations, there were no significant interactions between type of modeling and use of strategy attribution. Results were discussed as supporting a social learning view of self-regulated learning.
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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.
