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“I think I can!” Which motivation constructs are predictive of metacognition?

“I think I can!” Which motivation constructs are predictive of metacognition?. Daniel C. Moos, PhD. Overview. Introduction Hypermedia learning: Introduction Hypermedia: Metacognition Motivation & Metacognition Overview of Study Research questions Method and procedure

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“I think I can!” Which motivation constructs are predictive of metacognition?

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

  2. 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

  3. Hypermedia Learning: Introduction (I) This is going to help… TA Reading Didn’t really understand that…better re-read Learned this in highschool…I am going to the next section… Daniel C. Moos, PhD Department of Education Gustavus Adolphus College AERA 2013

  4. Hypermedia Learning: Introduction (II) Going to start here… TA Reading Okay…to the next section Okay…done reading that…where to next… Daniel C. Moos, PhD Department of Education Gustavus Adolphus College AERA 2013

  5. Hypermedia Learning: Metacognition(I) Daniel C. Moos, PhD Department of Education Gustavus Adolphus College AERA 2013

  6. Hypermedia Learning: Metacognition(II) Strategy Use: Summarization: 12.04 Take Notes: 10.64 Daniel C. Moos, PhD Department of Education Gustavus Adolphus College AERA 2013

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

  8. Metacognition & Motivation (II) 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)

  9. 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

  10. 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

  11. Overview of Study: Participants & Measures, continued Think-aloud data (42.5 hours of audio recoding) Understanding Content Goals - - + + “What am I suppose to be learning about?” “This makes total sense…” “I think this site will help me…” “That video did not help at all…” “I don’t get this…”

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

  13. Overview of Study: Results Self-efficacy Extrinsic motivation Self-efficacy

  14. 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)?

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

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