Analysis of self-regulated learning processing using statistical models for count data

Metacognition and Learning

Volumn 6, Issue 3, 2011, Pages 275-301

  Greene, Jeffrey Alan ^a   Costa, Lara Jeane ^a   Dellinger, Kristin ^a  

^a UNIVERSITY OF NORTH CAROLINA   (United States)

Author keywords

Count data; Mediation; Negative binomial; Poisson; Self regulated learning

Indexed keywords

EID: 80855148229     PISSN: 15561623     EISSN: 15561631     Source Type: Journal    
DOI: 10.1007/s11409-011-9078-4     Document Type: Article

References (53)

1. Azevedo, R. (2005). Using hypermedia as a metacognitive tool for enhancing student learning? The role of SRL. Educational Psychologist, 40, 199-209.
2. Azevedo, R., & Cromley, J. G. (2004). Does training SRL facilitate students' learning with hypermedia? Journal of Educational Psychology, 96(3), 523-535.
3. Azevedo, R., & Jacobson, M. (2008). Advances in scaffolding learning with hypertext and hypermedia: a summary and critical analysis. Educational Technology Research and Development, 56, 93-100.
4. Azevedo, R., Guthrie, J. T., & Seibert, D. (2004). The role of self-regulated learning in fostering students' conceptual understanding of complex systems with hypermedia. Journal of Educational Computing Research, 30(1), 87-111.
5. Azevedo, R., Cromley, J. G., Winters, F. I., Moos, D. C., & Greene, J. A. (2005). Adaptive human scaffolding facilitates adolescents' self-regulated learning. Instructional Science, 33, 381-412.
6. Azevedo, R., Greene, J. A., & Moos, D. C. (2007). The effect of a human agent's external regulation upon college students' hypermedia learning. Metacognition & Learning, 2, 67-87.
7. Azevedo, R., Moos, D. C., Johnson, A. M., & Chauncey, A. D. (2010). Measuring cognitive and metacognitive regulatory processes during hypermedia learning: issues and challenges. Educational Psychologist, 45, 210-223.
8. Bannert, M., & Mengelkamp, C. (2008). Assessment of metacognitive skills by means of instruction to think aloud and reflect when prompted. Does the verbalisation method affect learning? Metacognition and Learning, 3(1), 39-58.
9. Boekaerts, M., & Niemivirta, M. (2000). Self-regulated learning: Finding a balance between learning goals and ego-protective goals. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 417-451). San Diego: Academic.
10. Brophy, J. E. (2004). Motivating students to learn. Mahwah: Lawrence Erlbaum.
11. Cohen, J., Cohen, P., West, S. G., & Aiken, L. S. (2003). Applied multiple regression/correlation analysis for the behavioral sciences. Mahwah: Lawrence Erlbaum.
12. DeMaris, A. (2004). Regression with social data: Modeling continuous and limited response variables. Hoboken: Wiley.
13. Dudley-Marling, C., & Gurn, A. (Eds.). (2010). The myth of the normal curve. New York: Peter Lang Publishing, Inc.
14. Duncan, T. G., & McKeachie, W. J. (2005). The making of the motivated strategies for learning questionnaire. Educational Psychologist, 40, 117-128.
15. Dweck, C. S., & Leggett, E. L. (1988). A social-cognitive approach to motivation and personality. Psychological Review, 95, 256-273.
16. Enders, C. K. (2001). A primer on maximum likelihood algorithms available for use with missing data. Structural Equation Modeling, 8(1), 128-141.
17. Ericsson, K. A. (2006). Protocol analysis and expert thought: Concurrent verbalizations of thinking during experts' performance on representative tasks. In K. A. Ericsson, N. Charness, R. R. Hoffman, & P. J. Feltovich (Eds.), The Cambridge handbook of expertise and expert performance (pp. 223-242). Cambridge: Cambridge University Press.
18. Ericsson, K. A., & Simon, H. A. (1993). Protocol analysis: Verbal reports as data. Cambridge: The MIT Press.
19. Greene, J. A., & Azevedo, R. (2007). Adolescents' use of self-regulatory processes and their relation to qualitative mental model shifts while using hypermedia. Journal of Educational Computing Research, 36(2), 125-148.
20. Greene, J. A., & Azevedo, R. (2009). A macro-level analysis of SRL processes and their relations to the acquisition of sophisticated mental models. Contemporary Educational Psychology, 34, 18-29.
21. Greene, J. A., & Azevedo, R. (2010). Introduction: the measurement of learners' self-regulated cognitive and metacognitive processes while using computer-based learning environments. Educational Psychologist, 45(4), 203-209.
22. Greene, J. A., Bolick, C. M., & Robertson, J. (2010). Fostering historical knowledge and thinking skills using hypermedia learning environments: the role of self-regulated learning. Computers in Education, 54, 230-243.
23. Greene, J. A., Costa, L. C., Robertson, J., Pan, Y., & Deekens, V. (2010). Exploring relations among college students' prior knowledge, implicit theories of intelligence, and self-regulated learning in a hypermedia environment. Computers in Education, 55, 1027-1043. doi: 10. 1016/j. compedu. 2010. 04. 013.
24. Greene, J. A., Robertson, J., & Costa, L.-J. C. (2011). Assessing self-regulated learning using think-aloud protocol methods. In B. J. Zimmerman & D. Schunk (Eds.), Handbook of self-regulation of learning and performance (pp. 313-328). New York: Routledge Publishers.
25. Heinzl, H., & Mittlböck, M. (2003). Pseudo R-squared measures for Poisson regression models with over- or underdispersion. Computational Statistics & Data Analysis, 44, 253-271.
26. Holm, S. (1979). A simple sequentially rejective multiple test procedure. Scandinavian Journal of Statistics, 6, 65-70.
27. Jaeger, T. F. (2008). Categorical data analysis: away from ANOVAs (transformation or not) and towards logit mixed models. Journal of Memory and Language, 59, 434-446.
28. Jain, S., & Dowson, M. (2009). Mathematics anxiety as a function of multidimensional self-regulation and self-efficacy. Contemporary Educational Psychology, 34, 240-249.
29. Klockers, A. J., Hancock, G. R., & McAweeney, M. J. (1995). Power of unweighted and weighted versions of simultaneous and sequential multiple-comparison procedures. Psychological Bulletin, 118(2), 300-307.
30. Little, R. J., & Rubin, D. B. (2002). Statistical analysis with missing data (2nd ed.). New York: Wiley.
31. Long, S. J. (1997). Regression models for categorical and limited dependent variables. Thousand Oaks: SAGE Publications.
32. MacCallum, R. C., Zhang, S., Preacher, K. J., & Rucker, D. D. (2002). On the practice of dichotomization of quantitative variables. Psychological Methods, 7(1), 19-40.
33. MacKinnon, D. P., Lockwood, C. M., Hoffman, J. M., West, S. G., & Sheets, V. (2002). A comparison of methods to test mediation and other intervening variable effects. Psychological Methods, 7(1), 83-104.
34. Micceri, T. (1989). The unicorn, the normal curve, and other improbable creatures. Psychological Bulletin, 105(1), 156-166.
35. Moos, D. C., & Azevedo, R. (2008). Self-regulated learning with hypermedia: the role of prior domain knowledge. Contemporary Educational Psychology, 33, 270-298.
36. Muthén, B. O., & Muthén, L. K. (2009). Mplus version 5. 2. Los Angeles: Muthén & Muthén.
37. Paris, S. G., & Paris, A. H. (2001). Classroom applications of research on self-regulated learning. Educational Psychologist, 36(2), 89-101.
38. Pekrun, R., Goetz, T., Wolfram, T., & Perry, R. P. (2002). Academic emotions in students' self-regulated learning and achievement: a program of qualitative and quantitative research. Educational Psychologist, 37(2), 91-105.
39. Pintrich, P. R. (2000). The role of goal orientation in self-regulated learning. In M. Boekaerts, P. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 451-502). San Diego: Academic.
40. Puntambekar, S., & Hubscher, R. (2005). Tools for scaffolding students in a complex learning environment: what have we gained and what have we missed? Educational Psychologist, 40(1), 1-12.
41. Sara, G. (2010). What's normal anyway? Normal and non-normal distributions in psychiatry. Acta Neuropsychiatrica, 22(6), 305-310.
42. Serlin, R. C., & Harwell, M. R. (2004). More powerful tests of predictor subsets in regression analysis under nonnormality. Psychological Methods, 9(4), 492-509.
43. Shapiro, S. S., & Wilk, M. B. (1965). An analysis of variance test for normality. Biometrika, 52, 591-611.
44. Veenman, M. V. J. (2005). The assessment of metacognitive skills: What can be learned from multi-method designs? In C. Artelt & B. Moschner (Eds.), Lernstrategien und Metakognition: Implikationen für Forschung und Praxis (pp. 77-99). Münster: Waxmann.
45. Veenman, M. V. J. (2011). Learning to self-monitor and self-regulate. In R. Mayer & P. Alexander (Eds.), Handbook of research on learning and instruction (pp. 197-218). New York: Routledge.
46. Veenman, M. V. J., Elshout, J. J., & Groen, M. G. M. (1993). Thinking aloud: does it affect regulatory processes in learning. Tijdschrift voor Onderwijsresearch, 18, 322-330.
47. Veenman, M. V. J., van Hout-Wolters, B. H. A. M., & Afflerbach, P. (2006). Metacognition and learning: conceptual and methodological considerations. Metacognition and Learning, 1, 3-14.
48. Vermunt, J. K., & Magidson, J. (2002). Latent class cluster analysis. In J. A. Hagenaars & A. L. McCutcheon (Eds.), Applied latent class analysis (pp. 89-106). New York: Cambridge University Press.
49. Winne, P., & Hadwin, A. (2008). The weave of motivation and self-regulated learning. In D. Schunk & B. Zimmerman (Eds.), Motivation and self-regulated learning: Theory, research, and applications (pp. 297-314). Mahwah: Erlbaum.
50. Winne, P. H., & Perry, N. E. (2000). Measuring self-regulated learning. In M. Boekaerts, P. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 531-566). San Diego: Academic.
51. Winne, P. H., Jamieson-Noel, D., & Muis, K. (2002). Methodological issues and advances in researching tactics, strategies, and self-regulated learning. In P. R. Pintrich & M. L. Maehr (Eds.), Advances in motivation and achievement: New directions in measures and methods (vol. 12) (pp. 121-155). Greenwich: JAI.
52. Zimmerman, B. (2000). Attaining self-regulation: A social cognitive perspective. In M. Boekaerts, P. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 13-39). San Diego: Academic.
53. Zimmerman, B. (2008). Investigating self-regulation and motivation: historical background, methodological developments, and future prospects. American Educational Research Journal, 45(1), 166-183.