DISENTANGLING SELF-REGULATION AND PERFORMANCE IN ACTIVE LEARNING: TOWARD A DYNAMIC PROCESS PERSPECTIVE ON COMPLEX SKILL ACQUISITION
| dc.contributor.advisor | Day, Eric | |
| dc.contributor.author | Hardy, Jay, III | |
| dc.contributor.committeeMember | Connelly, Shane | |
| dc.contributor.committeeMember | Song, Hairong | |
| dc.contributor.committeeMember | Terry, Robert | |
| dc.contributor.committeeMember | Buckley, Michael | |
| dc.date.accessioned | 2015-05-13T13:22:40Z | |
| dc.date.available | 2015-05-13T13:22:40Z | |
| dc.date.issued | 2015-05 | |
| dc.date.manuscript | 2015 | |
| dc.description.abstract | Self-regulation is central to many modern theories of training and development, including active-learning theory. However, research in this area often overlooks the role of behavior in self-regulated learning and fails to account for dynamics in the learning process. Using a laboratory study designed to address these limitations, I found that behavioral self-regulation (i.e., exploratory behavior) positively predicted learning and performance outcomes beyond the effects of cognitive and motivational self-regulatory processes (i.e., metacognition and self-efficacy). However, contrary to my predictions, exploration-encouragement instructions did not significantly influence learner exploratory behavior. Regarding self-regulation-performance relationships, I found that the exploration-performance, metacognition-performance, and self-efficacy-performance relationships were all reciprocal in nature. Specifically, lagged exploratory behavior and lagged metacognition were positively related to performance, whereas lagged self-efficacy was negatively related to performance. Performance-to-self-regulation feedback effects were found as well, such that lagged performance was positively related to self-efficacy and metacognition, but was negatively related to exploratory behavior. The interrelationships among behavioral and cognitive/motivational self-regulatory processes were also reciprocal. Specifically, lagged exploratory behavior was positively related to subsequent self-efficacy and metacognition, but lagged self-efficacy and metacognition were negatively related to exploration. Collectively, these findings (a) make a case for including behavioral constructs in models of self-regulated learning and (b) demonstrate that within-person interrelationships among self-regulated learning processes and performance are dynamic, and are often more complex than was previously thought. Results are discussed regarding implications for theory, research, and practice in active learning. | en_US |
| dc.identifier.uri | http://hdl.handle.net/11244/14613 | |
| dc.language | en_US | en_US |
| dc.subject | training and development, exploration, self-regulation | en_US |
| dc.thesis.degree | Ph.D. | en_US |
| dc.title | DISENTANGLING SELF-REGULATION AND PERFORMANCE IN ACTIVE LEARNING: TOWARD A DYNAMIC PROCESS PERSPECTIVE ON COMPLEX SKILL ACQUISITION | en_US |
| ou.group | College of Arts and Sciences::Department of Psychology | en_US |
| shareok.nativefileaccess | restricted | en_US |