Type of Document	Dissertation
Author	Hu, Haihong
Author's Email Address	hhu@fsu.edu
URN	etd-11132007-170117
Title	Effects of Self-Regulated Learning Strategy Training on Learners’ Achievement, Motivation and Strategy use in a Wed-Enhanced Instructional Environment
Degree	Doctor of Philosophy
Department	Educational Psychology and Learning Systems, Department of
Advisory Committee	Advisor Name Title Marcy Driscoll Committee Chair Akihito Kamata Committee Member Allan Jeong Committee Member Michelle Kazmer Committee Member
Keywords	Learning Strategies Self-Regulation Web-Assisted Instruction Community College
Date of Defense	2007-07-27
Availability	unrestricted
Abstract This quasi-experimental mixed-methods study investigated the effects of Self-Regulated Learning strategy training on learner achievement, motivation and self-reported use of strategies. An online tutorial and a web-based interactive practice system were used to implement the training, which consisted of 4 stages, and lasted for 14 weeks. The participants in this study were 21 (8 experimental vs. 13 control) undergraduate students enrolled in 2 sections of a web-enhanced College Success course at a community college in Southeast U. S. A significant difference was found between students who received the training and who did not receive the training on overall performance, and scores on 3 of the course assignments, which were Test 3, Career Exploration Paper, and Final exam. Regarding the effect of the strategy training on student motivation, a significant difference was found between the experimental and the control group on self-satisfaction. However, a significant difference was not found between the experimental and the control conditions on task value, self-efficacy, intrinsic and extrinsic goal orientation. In addition, students who received the training reported significantly lower task value and lower extrinsic goal orientation at the end versus at the beginning of the study. Concerning the effects of the strategy training on students’ reported use of strategies, even though the experimental group did report higher scores on use of metacognitive, cognitive, resource management and the total strategies than the control group, but the differences did not reach statistical significance. Besides, the experimental students reported significantly lower use of resource management strategies at the end versus at the beginning of the study. The qualitative data were used to triangulate with quantitative ones. It was also found that even though participants were still at their primitive stage of self-regulated learning, there were anecdotal evidences for the effect of the training on learners’ improvement in metacognitive awareness. Additionally, the findings of this study suggested that the training were helpful to learners on their persistence. Results from this research study are discussed. Implications of the study for educational research and practice are presented. Limitations of the research study are identified. Finally, suggestions for future research are presented.
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