Skip to main content

Software-supported self-regulated learning strategies in an academic setting

Resource type
Thesis type
(Thesis) M.Sc.
Date created
2007
Authors/Contributors
Author: Wang, Wei
Abstract
Research on learning strategies and tactics has become important to explain students’ self-regulated learning. This study, informed by Winne’s self-regulated learning model, investigated students’ use of strategies and tactics in an authentic learning environment. Participants were 176 students in an introductory educational psychology course. Students used cognitive tools in gStudy, an educational software application, to facilitate learning. The Motivated Strategies for Learning Questionnaire (MSLQ) was used to identify strategies and tactics reported by students. A cluster analysis was conducted to select representative students for qualitative content analysis of notes made while studying. The analysis identified two clusters, high-regulators and low-regulators. For each cluster, three representative participants were selected whose MSLQ reports were near the cluster centre. Content analysis of the six participants’ notes was conducted to qualitatively describe the learning strategies of the high-regulators and low-regulators.
Document
Copyright statement
Copyright is held by the author.
Permissions
The author has not granted permission for the file to be printed nor for the text to be copied and pasted. If you would like a printable copy of this thesis, please contact summit-permissions@sfu.ca.
Scholarly level
Language
English
Download file Size
etd2767.pdf 2.53 MB

Views & downloads - as of June 2023

Views: 0
Downloads: 4