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Setting the stage for the metacognition during hypermedia learning: What motivation constructs matter?
ARTICLE

Computers & Education Volume 70, Number 1, ISSN 0360-1315 Publisher: Elsevier Ltd

Abstract

Think-aloud and self-report data from 85 undergraduates were used to examine the relationship between motivation constructs and metacognition during hypermedia learning. Participants used hypermedia for 30 min to learn about the circulatory system. Think-aloud data were collected during this 30-min learning task to determine the extent to which participants used metacognitive processes related to monitoring: their understanding, the environment, and goals. Additionally, participants completed a self-report questionnaire, which measured various motivation constructs. Results from stepwise regressions indicated that self-efficacy significantly predicted the extent to which participants monitored emerging understanding and relevancy of content in the environment. Additionally, results indicated that extrinsic motivation significantly predicted the extent to which participants monitored their learning task goals with hypermedia. Lastly, results indicated a significant, positive relationship between self-efficacy and prior domain knowledge.

Citation

Moos, D.C. (2014). Setting the stage for the metacognition during hypermedia learning: What motivation constructs matter?. Computers & Education, 70(1), 128-137. Elsevier Ltd. Retrieved June 3, 2020 from .

This record was imported from Computers & Education on January 29, 2019. Computers & Education is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.compedu.2013.08.014

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