Self-Efficacy and Prior Domain Knowledge: To What Extent Does Monitoring Mediate Their Relationship with Hypermedia Learning?

Autor/inn/en	Moos, Daniel C.; Azevedo, Roger
Titel	Self-Efficacy and Prior Domain Knowledge: To What Extent Does Monitoring Mediate Their Relationship with Hypermedia Learning?
Quelle	In: Metacognition and Learning, 4 (2009) 3, S.197-216 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1556-1623
DOI	10.1007/s11409-009-9045-5
Schlagwörter	Education Majors; Self Efficacy; Protocol Analysis; Hypermedia; Prior Learning; Cognitive Processes; Questionnaires; Metacognition; Pretests Posttests; Learning Processes + Suchen Sie Ihr Suchwort? Self-efficacy; Selbstwirksamkeit; Vorkenntnisse; Cognitive process; Kognitiver Prozess; Fragebogen; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Learning process; Lernprozess
Abstract	While research has documented the key role of monitoring processes during hypermedia learning, limited empirical research has used process data to examine the possibility that these processes mediate the relationship between motivational constructs (such as self-efficacy) and cognitive factors (such as prior domain knowledge) with hypermedia learning outcomes. This multi-method study addressed this issue by examining: (1) The extent to which the relationship between self-efficacy and hypermedia learning outcomes is mediated by the use of specific monitoring processes and; (2) The extent to which the relationship between prior domain knowledge and hypermedia learning outcomes is mediated by the use of specific monitoring processes. Participants included 68 education majors. A self-report questionnaire was used to measure self-efficacy, a pretest was used to measure prior domain knowledge, a posttest was used to measure learning outcomes, and a think-aloud protocol were used to identify the deployment of monitoring processes during a 30-min hypermedia learning task. Results indicated that the relationship between self-efficacy and specific monitoring processes ("Monitoring Understanding", "Monitoring Environment", and "Monitoring Progress Towards Goals") was significantly detectable. Additionally, the relationship between prior domain knowledge and "Monitoring Understanding" was significantly detectable. Lastly, regression analyses revealed that the relationship between self-efficacy and hypermedia learning outcomes was mediated by the extent to which participants monitored their understanding and the environment. (As Provided).
Anmerkungen	Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10