Daniel C. Moos, PhD “I think I can!” Which motivation constructs are predictive of metacognition?

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Presentation transcript:

Daniel C. Moos, PhD “I think I can!” Which motivation constructs are predictive of metacognition?

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) This is going to help… Didn’t really understand that…better re-read TA Reading 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) Going to start here… Okay…to the next section TA Reading Okay…done reading that…where to next… Daniel C. Moos, PhD Department of Education Gustavus Adolphus College AERA 2013

Hypermedia Learning: Metacognition (I) Daniel C. Moos, PhD Department of Education Gustavus Adolphus College AERA 2013 StrategyMean Summarizing12.04 Taking Notes10.64 Re-reading4.64 Inference1.00 Reading Notes0.72 Drawing0.44 Mnemonics0.36

Hypermedia Learning: Metacognition (II) Daniel C. Moos, PhD Department of Education Gustavus Adolphus College AERA 2013 MonitoringMean Understanding3.92 Content2.16 Use of Strategies0.64 Progress0.16 Strategy Use: Summarization: Take Notes: 10.64

Metacognition & Motivation (I) Daniel C. Moos, PhD Department of Education Gustavus Adolphus College AERA 2013 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”

Metacognition & Motivation (II) IPT (Winne & Hadwin, 1995) Pintrich 4x4 (Pintrich, 2000) Social Cognitive (Schunk & Zimmerman, 2013) MASRL model (Efklides, 2011) Cognitive Conditions (Beliefs and Attributions) Planning Phase of motivation (Task Value) Reciprocal Causation (Self-efficacy) Person level & Task × Person level (Achievement Goals) 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 (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 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 Think-aloud data (42.5 hours of audio recoding) + “This makes total sense…” Understanding “I don’t get this…” “I think this site will help me…” “That video did not help at all…” “What am I suppose to be learning about?” Content Goals

Overview of Study: Procedure Pretest Posttest Walkthrough & Directions 30 minute hypermedia task Procedure Data Prior Knowledge Metacognition Learning Outcomes MSLQ Motivation

Overview of Study: Results VariablePredictor Note: Effect over and beyond that of prior domain knowledge Monitoring Understanding (Plus & Minus) Monitoring Goals Prior Domain knowledge Self-efficacy Extrinsic motivation Self-efficacy

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) ?

Thank you for attending this session! Daniel C. Mood, PhD Contact Information Website: homepages.gac.edu/~dmoos Daniel C. Moos, PhD Department of Education Gustavus Adolphus College AERA 2013