Developmental changes in self-regulated learning during a multi-trial sort-recall task.
Item
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Title
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Developmental changes in self-regulated learning during a multi-trial sort-recall task.
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Identifier
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AAI9830684
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identifier
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9830684
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Creator
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Bonner, Sebastian.
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Contributor
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Adviser: Barry J. Zimmerman
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Date
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1998
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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 | Psychology, Developmental
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Abstract
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A strategy model of student self-regulated learning (Zimmerman, 1986, 1989a, 1989b, 1990; Zimmerman & Martinez-Pons 1986, 1988, 1990) delineates the specific processes that contribute to student achievement. In this model, self-regulated learning processes are cyclically determined within three phases: forethought, performance/volitional control, and self-reflection (Zimmerman, in press). Important forethought self-regulative processes include self-efficacy, goal setting, and strategic planning. Key performance/volitional control self-regulatory processes include self-observation and strategy use. A significant self-reflective phase process is self-reaction.;A procedure was created to investigate the early emergence of self-regulated learning processes in a cross-sectional study of 2nd, 5th, and 8th graders engaged in a sort-recall task. In this procedure, participants sorted picture cards into groups, arrayed them on a table, turned them face down, and tried to recall their location in order to match them with a duplicate set of picture cards. Participants were offered three increasingly difficult recall exercises, beginning with 10 cards, then 20, then 40 and were permitted to proceed sequentially through to the most difficult exercise, or to stop at easier levels.;Using this procedure, measures were taken of variables within the three phases proposed in Zimmerman's (in press) strategy model of student self-regulated learning. Determinants in the forethought phase were assessed with measures of learning and performance self-efficacy, learning and performance goal setting, and strategic planning. Performance/volitional control phase determinants included task strategy use and self-observation. Self-reflective phase determinants were assessed with a measure of self-reaction.;Multivariate analysis of variance of the measures of self-regulated learning processes showed statistically significant main effects for grade on all variables. Post-hoc analyses all measures were significantly different among all three grades, except for non-significant differences between the 2nd and 5th graders on sorting, study behavior, self-testing, strategy adjustment, and self-reaction. Path analyses revealed simple connections among 2nd graders' self-regulated learning processes, more complex connections in the case of 5th graders, and markedly integrative connections in the case of 8th graders, supporting the third hypothesis. Further analyses explored which variables predicted persistence to increasing difficulty levels.
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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.
