Monitoring, planning, and self-efficacy during learning with hypermedia: The impact of conceptual scaffolds

Computers in Human Behavior

Volumn 24, Issue 4, 2008, Pages 1686-1706

  Moos, Daniel C ^a   Azevedo, Roger ^b  

^a GUSTAVUS ADOLPHUS COLLEGE   (United States)

^b University of Memphis   (United States)

Author keywords

Cognitive processes; Hypermedia; Mental models; Mixed methodology; Motivation; Science; Self efficacy; Self regulated learning

Indexed keywords

BEHAVIORAL RESEARCH; COGNITIVE SYSTEMS; UBIQUITOUS COMPUTING;

COGNITIVE PROCESSES; HYPERMEDIA; MENTAL MODELS; MIXED METHODOLOGY; SELF-REGULATED LEARNING;

LEARNING SYSTEMS;

EID: 42249101906     PISSN: 07475632     EISSN: None     Source Type: Journal    
DOI: 10.1016/j.chb.2007.07.001     Document Type: Article

References (82)

1. Alexander P.A. A model of domain learning: Reinterpreting expertise as a multidimensional, multistage process. In: Dai D.Y., and Sternberg R.J. (Eds). Motivation, emotion, and cognition: Integrative perspectives on intellectual functioning and development (2004), Erlbaum, Mahwah, NJ 273-298
2. Alexander P.A., Jetton T.L., and Kulikowich J.M. Interrelationship of knowledge, interest, and recall: Assessing the model of domain learning. Journal of Educational Psychology 87 (1995) 559-575
3. Anderson J.R. Methodologies for studying human knowledge. Behavioral and Brain Sciences 10 (1987) 467-505
4. Azevedo R. Computer environment as metacognitive tools for enhancing learning. Educational Psychologist 40 4 (2005) 193-197
5. Azevedo R., and Cromley J.G. Does training on self-regulated learning facilitate students' learning with hypermedia?. Journal of Educational Psychology 96 3 (2004) 523-535
6. Azevedo R., Cromley J.G., and Seibert D. Does adaptive scaffolding facilitate students' ability to regulate their learning with hypermedia. Contemporary Educational Psychology 29 (2004) 344-370
7. Azevedo R., Cromley J.G., Winters F.I., Moos D.C., and Greene J.A. Adaptive human scaffolding facilitates adolescents' self-regulated learning with hypermedia. Instructional Science 33 (2005) 381-412
8. Azevedo R., Guthrie J.T., and Seibert D. The role of self-regulated learning in fostering students' conceptual understanding of complex systems with hypermedia. Journal of Educational Computing Research 30 1 (2004) 87-111
9. Azevedo R., and Hadwin A.F. Scaffolding self-regulated learning and metacognition- implications for the design of computer-based scaffolds. Instructional Science 33 5-6 (2005) 367-379
10. Azevedo R., Winters F.I., and Moos D.C. Can students collaboratively use hypermedia to lean about science? The dynamics of self- and other-regulatory processes in an ecology classroom. Journal of Educational Computing Research 31 3 (2004) 215-245
11. Bandura A. Self-efficacy: The exercise of control (1997), Freeman/Times Books/ Henry Holt & Co, NY
12. Bandura A., and Schunk D.H. Cultivating competence, self-efficacy, and intrinsic interest through proximal self-motivation. Journal of Personality and Social Psychology 41 3 (1981) 586-598
13. In: Boekaerts M., Pintrich P., and Zeidner M. (Eds). Handbook of self-regulation (2000), Academic Press, San Diego, CA
14. Bransford J.D., Zech L., and Schwartz D. Fostering mathematical thinking in middle school students: Lessons from research. In: Sternberg R.J., and Ben-Zeev T. (Eds). The nature of mathematical thinking (1996), Erlbaum, Mahwah, NJ 203-218
15. Brown A.L. Domain-specific principles affect learning and transfer in children. Cognitive Science 14 1 (1990) 107-133
16. Chi M.T.H. Self-explaining: The dual processes of generating inference and repairing mental models. In: Glaser R. (Ed). Advances in instructional psychology: Educational design and cognitive science Vol. 5 (2000), Erlbaum, Mahwah, NJ 161-238
17. Chi M.T.H. Commonsense conceptions of emergent processes: Why some misconceptions are robust. Journal of the Learning Sciences 14 2 (2005) 161-199
18. Chi M.T.H., de Leeuw N., Chiu M.H., and LaVancher C. Eliciting self- explanation improves understanding. Cognitive Science 18 (1994) 439-477
19. Chi M.T.H., Glaser R., and Farr M.J. The nature of expertise (1988), Erlbaum, Hillsdale, NJ
20. Debowski S., Wood R.E., and Bandura A. Impact of guided exploration and enactive exploration on self-regulatory mechanisms and information acquisition through electronic search. Journal of Applied Psychology 86 6 (2001) 1129-1141
21. Deffner G. Interaction of thinking aloud, solution strategies and task characteristics? An experimental test of the Ericsson and Simon model. Spracher und Kognition 9 (1989) 98-111
22. Eccles J.S., Wigfield A., and Schiefele U. Motivation to succeed. In: Damon W., and Eisenberg N. (Eds). Handbook of child psychology vol. 3 (1998), Wiley, NY 1017-1095
23. Encarta. Microsoft Electronic Encyclopedia [Computer software] (2003), Microsoft Corporation, Redmond, WA
24. Ericsson K.A. Protocol analysis and expert thought: Concurrent verbalizations of thinking during experts' performance on representative tasks. In: Ericsson K.A., Charness N., Hoffman R.R., and Feltovich P.J. (Eds). The Cambridge handbook of expertise and expert performance (2006), Cambridge University Press, Cambridge, MA 223-242
25. Ericsson K.A., and Simon H.A. Protocol analysis: Verbal reports as data (1994), MIT Press, Cambridge, MA
26. Ericsson K.A., and Smith J. Toward a general theory of expertise: Prospects and limits (1991), Cambridge, New York, NY
27. Feltovich P.J., Ford K.M., and Hoffman R.R. Expertise in context: Human and machine (1997), American Association for Artificial Intelligence, Menlo Park, CA
28. Graesser A.C., McNamara D.S., and VanLehn K. Scaffolding deep comprehension strategies through Point & Query, AutoTutor, and iStart. Educational Psychologist 40 4 (2005) 225-234
29. Greene S., and Ackerman J.M. Expanding the constructivist metaphor: A rhetorical perspective on literacy research and practice. Review of Educational Research 65 (1995) 383-420
30. Hannafin M., Land S., and Oliver K. Open learning environments: Foundation, methods, and models. In: Reigeluth C.M. (Ed). Instructional-design theories and models: A new paradigm of instructional theory Vol. II (1999), Erlbaum, Hillsdale, NJ 115-140
31. Heydemann M. The relation between eye-moveness and think aloud for Raven matrices. Psychologische Beitrage 28 (1986) 76-87
32. Holladay C.L., and Quiñones M.A. Practice variability and transfer of training: The role of self-efficacy generality. Journal of Applied Psychology 88 6 (2003) 1094-1103
33. Lajoie S.P., and Azevedo R. Teaching and learning in technology-rich environments. In: Alexander P., and Winne P. (Eds). Handbook of educational psychology. 2nd ed. (2006), Erlbaum, Mahwah, NJ 803-821
34. Lepper M., and Wolverton M. The wisdom of practice: Lessons learned from the study of highly effective tutors. In: Aranson J. (Ed). Improving academic achievement: Impact of psychological factors on education (2004), Academic Press, New York, NY 135-158
35. Martin V.L., and Pressley M. Elaborative-interrogation effects depend on nature of question. Journal of Educational Psychology 83 1 (1991) 113-119
36. Mayer R.E. Learning environments: The case for evidence-based practice and issue-driven research. Educational Psychologist 40 (2003) 257-265
37. McNamara D.S. SERT: Self-explanation reading training. Discourse Processes 38 1 (2004) 1-30
38. Mitchell T.R., Hopper H., and Daniels D. Predicting self-efficacy and performance during skill acquisition. Journal of Applied Psychology 79 4 (1994) 506-517
39. Moos D.C., and Azevedo R. The role of goal structure in undergraduates' use of self-regulatory variables in two hypermedia learning tasks. Journal of Educational Multimedia and Hypermedia 12 2 (2006) 117-134
40. Murphy K.P., and Alexander P.A. A motivated exploration of motivation terminology. Contemporary Educational Psychology 25 (2000) 3-53
41. Newell A., and Simon H.A. Human problem solving (1972), Prentice-Hall, Englewood Cliffs, NJ
42. Pajares F. Self-efficacy beliefs in academic settings. Review of Educational Research 66 4 (1996) 543-578
43. Paris S.G., and Newman R.S. Developmental aspects of self-regulated learning. Educational Psychologist 8 (1990) 293-316
44. Pea R.D. The social and technological dimensions of scaffolding and related theoretical concepts for learning, education, and human activity. Journal of the Learning Sciences 13 (2004) 423-451
45. Perry N.E. Young children's self-regulated learning and contexts that support it. Journal of Educational Psychology 90 4 (1998) 715-729
46. Perry N.E., VandeKamp K.O., and Mercer L.K. Investigating teacher-student interactions that foster self-regulated learning. Educational Psychologist 37 1 (2002) 5-15
47. Pintrich P. The role of goal orientation in self-regulated learning. In: Boekaerts M., Pintrich P., and Zeidner M. (Eds). Handbook of self-regulation (2000), Academic Press, San Diego, CA 452-502
48. Pintrich P., and de Groot E.V. Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology 82 1 (1990) 33-40
49. Pintrich, P. R., Smith, D. A. F., Garcia, T., & McKeachie, W. J. (1991). The manual for the use of the Motivated Strategies for Learning Questionnaire (MSLQ) (Tech. Rep. No. 91-B-004). Ann Arbor: University of Michigan, School of Education.
50. Pintrich P.R., and Zusho A. The development of academic self-regulation: The role of cognitive and motivational factors. In: Wigfield A., and Eccles J.S. (Eds). Development of achievement motivation (2002), Academic Press, San Diego, CA 249-284
51. Pressley M., and Afflerbach P. Verbal protocols of reading: The nature of constructively responsive reading (1995), Erlbaum, Hillsdale, NJ
52. Pressley M., Wharton-McDonald R., and Allington R. A study of effective first grade literacy instruction. Scientific Studies of Reading 15 1 (2001) 35-58
53. Puntambekar S., and Hubscher R. Tools for scaffolding students in a complex learning environment: What have we gained and what have we missed?. Educational Psychologist 40 1 (2005) 1-12
54. Quintana C., Zhang M., and Krajcik J. A framework for supporting metacognitive aspects of online inquiry through software-based scaffolding. Educational Psychologist 40 4 (2005) 235-244
55. Rhenius D., and Heydemann M. Think aloud during the administration of Raven's matrices. Zeitschrift fur experimentelle und angewandte Psychologie 76 (1984) 308-327
56. Schraw G. Knowledge: Structures and processes. In: Alexander P., and Winne P. (Eds). Handbook of educational psychology (2006), Erlbaum, Mahwah, NJ 245-263
57. Schraw G., and Sinatra G.M. Epistemological development and its impact on cognition in academic domains. Contemporary Educational Psychology 29 2 (2004) 95-102
58. Schunk D.H. Ability versus effort attributional feedback: Differential effects on self-efficacy and achievement. Journal of Educational Psychology 75 6 (1983) 848-856
59. Schunk D.H. Self-efficacy perspective on achievement behavior. Educational Psychologist 19 1 (1984) 48-58
60. Schunk D.H. Self-efficacy and academic motivation. Educational Psychologist 26 3-4 (1991) 207-231
61. Shapiro A. The relationship between prior knowledge and interactive overviews during hypermedia-aided learning. Journal of Educational Computing Research 20 2 (1999) 143-167
62. Shapiro A. The effect of interactive overviews on the development of conceptual structure in novices learning from hypermedia. Journal of Educational Multimedia and Hypermedia 9 1 (2000) 57-78
63. Shapka J.D., and Ferrari M. Computer-related attitudes and actions of teacher candidates. Computers in Human Behavior 19 3 (2003) 319-334
64. White B., and Frederiksen J. A theoretical framework and approach for fostering metacognitive development. Educational Psychologist 40 4 (2005) 211-223
65. Wigfield A., and Eccles J.S. Development of achievement motivation (2002), Academic Press, San Diego, CA
66. Wigfield A., Guthrie J.T., and Tonks S. Children's motivation for reading: Domain specificity and instructional influences. Journal of Educational Research 97 6 (2004) 299-309
67. Willoughby T., and Wood E. Elaborative interrogation examined at encoding and retrieval. Learning and Instruction 4 2 (1994) 139-149
68. Winne P.H. Experimenting to bootstrap self-regulated learning. Journal of Educational Psychology 89 (1997) 1-14
69. Winne P.H. Self-regulated learning viewed from models of information processing. In: Zimmerman B., and Schunk D. (Eds). Self-regulated learning and academic achievement: Theoretical perspectives (2001), Erlbaum, Mahwah, NJ 153-189
70. Winne P.H. A perspective on state-of-the-art research on self-regulated learning. Instructional Science 33 5-6 (2005) 559-565
71. Winne P.H., and Hadwin A.F. Studying self-regulated learning. In: Hacker D.J., Dunlosky J., and Graesser A. (Eds). Metacognition in educational theory and practice (1998), Erlbaum, Hillsdale, NJ 277-304
72. Winne P.H., and Jamieson-Noel D. Self-regulating studying by objectives for learning: Students' reports compared to a model. Contemporary Educational Psychology 28 3 (2003) 259-276
73. Winne P.H., and Perry N.E. Measuring self-regulated learning. In: Boekaerts M., Pintrich P., and Zeidner M. (Eds). Handbook of self-regulation (2000), Academic Press, Orlando, FL 531-566
74. Winne P.H., Nesbit J.C., Kumar V., Hadwin A.F., Lajoie R., and Perry N. Supporting self-regulated learning with gStudy: The learning kit project. Technology, Instruction, Cognition, and Learning 3 (2005) 105-113
75. Witherspoon, A., Azevedo, R., Greene, J. A., Moos, D. C., Baker, S., Trousdale, A., et al. (2007). The dynamic nature of self-regulatory behavior in self-regulated learning and externally-regulated learning episodes. Paper to be presented at the 13th International conference on artificial intelligence in education, Los Angeles, CA, July.
76. Wood D., Bruner J.S., and Ross G. The role of tutoring in problem solving. Journal of Child Psychology and Psychiatry 17 2 (1976) 89-100
77. Wood D., and Middleton D. A study of assisted problem-solving. British Journal of Psychology 66 2 (1975) 181-191
78. Wood R., and Bandura A. Impact of conceptions of ability on self-regulatory mechanisms and complex decision making. Journal of Personality and Social Psychology 56 3 (1989) 407-415
79. Zimmerman B.J. Attaining self-regulation: A social cognitive perspective. In: Boekaerts M., Pintrich P.R., and Zeidner M. (Eds). Handbook of self-regulation (2000), Academic Press, San Diego, CA 13-39
80. Zimmerman B.J. Theories of self-regulated learning and academic achievement: An overview and analysis. In: Zimmerman B., and Schunk D. (Eds). Self-regulated learning and academic achievement: Theoretical perspectives (2001), Erlbaum, Mahwah, NJ 1-37
81. Zimmerman B.J., Bandura A., and Martinez-Pons M. Self-motivation for Academic attainment: The role of self-efficacy beliefs and personal goal setting. American Educational Research Journal 29 3 (1992) 663-676
82. In: Zimmerman B.J., and Schunk D.H. (Eds). Self-regulated learning and academic achievement: Theoretical perspectives. 2nd ed. (2001), Erlbaum, NJ