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Self-efficacy and prior domain knowledge: to what extent does monitoring mediate their relationship with hypermedia learning?

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Abstract

While research has documented the key role of monitoring processes during hypermedia learning, limited empirical research has used process data to examine the possibility that these processes mediate the relationship between motivational constructs (such as self-efficacy) and cognitive factors (such as prior domain knowledge) with hypermedia learning outcomes. This multi-method study addressed this issue by examining: (1) The extent to which the relationship between self-efficacy and hypermedia learning outcomes is mediated by the use of specific monitoring processes and; (2) The extent to which the relationship between prior domain knowledge and hypermedia learning outcomes is mediated by the use of specific monitoring processes. Participants included 68 education majors. A self-report questionnaire was used to measure self-efficacy, a pretest was used to measure prior domain knowledge, a posttest was used to measure learning outcomes, and a think-aloud protocol were used to identify the deployment of monitoring processes during a 30-min hypermedia learning task. Results indicated that the relationship between self-efficacy and specific monitoring processes (Monitoring Understanding, Monitoring Environment, and Monitoring Progress Towards Goals) was significantly detectable. Additionally, the relationship between prior domain knowledge and Monitoring Understanding was significantly detectable. Lastly, regression analyses revealed that the relationship between self-efficacy and hypermedia learning outcomes was mediated by the extent to which participants monitored their understanding and the environment.

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Notes

  1. Our operational definitions of FOK and JOL represent adaptations of the way these terms have been used to examine metacognitive judgments in laboratory tasks (see Metcalfe & Dunlosky 2008 for a recent review).

  2. The directions for the mental model essay were as follows: Please write down everything you can about the circulatory system. Be sure to include all the parts and their purpose, explain how they work both individually and together, and also explain how they contribute to the healthy functioning of the body

  3. During the learning task, participants used a commercially-based hypermedia environment, Microsoft Encarta Reference Suite™ (2003). This environment contains multiple representations and numerous hyperlinks. The participants were free to use any of the multiple representations and/or hyperlinks during the 30 min learning task

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Authors and Affiliations

  1. Department of Education, Gustavus Adolphus College, Mattson Hall, 800 West College Avenue, Saint Peter, MN, 56082, USA

    Daniel C. Moos

  2. Department of Psychology and Institute for Intelligent Systems, University of Memphis, 400 Innovation Drive, Memphis, TN, 6400, USA

    Roger Azevedo

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  1. Daniel C. Moos
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Appendix A: SRL coding scheme

Appendix A: SRL coding scheme

Table 4 Classes, descriptions and examples of the variables used to code students’ regulatory behavior (modified version from Azevedo et al. 2008)
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Moos, D.C., Azevedo, R. Self-efficacy and prior domain knowledge: to what extent does monitoring mediate their relationship with hypermedia learning?. Metacognition Learning 4, 197–216 (2009). https://doi.org/10.1007/s11409-009-9045-5

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