Developing self-regulated learners: Goal setting, self-evaluation, and organizational signals during acquisition of procedural skills

指導教授： Chen, Ming-Puu報告者　： Chang, Chen-Ming報告日期： 2008.3.29

Kitsantas, A., Reiser, R. A., & Doster, J. (2004). Developing self-regulated learners: Goal setting, self-evaluation, and organizational signals during acquisition of procedural skills. The Journal of Experimental Education, 72(4), 269-287.

Introduction(1/2) Numerous researchers have shown that student learning can

be enhanced if students are encouraged to employ self-regulated learning processes as they go about acquiring new skills (Zimmerman, 2002).

Methods used to promote student self-regulation have inclu

ded asking students to focus on process goals (Kitsantas & Zimm

erman, 1998; Schunk & Schwartz, 1993) encouraging students to evaluate their own work (Boekaerts,

Pintrich, & Zeidner, 2000; Zimmerman, 2000; Zimmerman & Kitsantas, 1997, 1999).

Introduction(2/2) Student self-evaluation, a variable often studied in research

on self-regulated learning, involves having students compare their performance against a standard or nor

m adjust their learning activities depending on their informed percepti

ons of the quality of their work (Clearly & Zimmerman, 2001; Kitsantas & Zimmerman, 1998).

Lorch (1989) has indicated that organizational signals are written devices that emphasize particular aspects of a text pass

age without presenting any new semantic content.

Method(1/2)

Participants A total of 96 ninth-grade and tenth-grade students

enrolled in two public high schools participated in this study.

Task and Instructional Materials Animate a computer presentation by using eight

different animation features of a presentation software program.

Method(2/2) Independent Variables

instructional goals (process vs. outcome) self-evaluation (presence vs. absence) organizational signals (presence vs. absence).

Dependent Measures Animation skills Self-efficacy Satisfaction with performance Evaluation of instruction Attributions of success or failure

Results- Animation Skill(1/2)

Results- Animation Skill(2/2)

Results- Self-Efficacy

Results- Self-Satisfaction Students who were instructed to set process goals reported

significantly higher levels of satisfaction (M = 8.62) than did their counterparts in the outcome goal condition (M = 8.00), F(1, 88) = 4.05, p < .05.

Students who were in the self-evaluation condition indicated a significantly greater degree of satisfaction (M = 8.77) than did students in the no self-evaluation group (M = 7.85), F(1, 88) = 8.71, p < .005.

However, contrary to expectations, there was no significant main effect for organizational signals, nor were there any significant interactions.

Results- Evaluation of Instruction

Results- Analyses of Attributions

Discussion(1/3) First, the hypothesis that goal setting would have a

positive effect on student performance was partially supported.

Second, the hypothesis that self-evaluation would enhance students’ animation skills was also partially supported.

Contrary to expectations, the summary statements that served as organizational signals in this study did not have a positive effect on student performance.

Discussion(2/3)

Goal setting and self-evaluation improved the students’ satisfaction with their performance.

Designers of educational software should provide more opportunities for students to review and evaluate their own work.

Discussion(3/3) Attributions of poor performance to strategy sustain the

learners’ motivation to continue pursuing the task, particularly during repeated periods of failure, whereas attributions to low ability dampen learners’ expectations and efforts for further improvement.

Because strategies are usually perceived as correctable causes of poor performance, learners are encouraged to engage in self-reflection to strategically plan (e.g., switch to a different strategy) for a new course of action in order to achieve their goals.