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An investigation of the role of contingent metacognitive behavior in self-regulated learning

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Abstract

Studies have shown that, to achieve a conceptual understanding of complex science topics, learners need to use self-regulated learning (SRL) skills, particularly when learning with Hypermedia Learning Environments (HLEs). Winne and Hadwin (2008) claimed that metacognition is a key aspect of SRL, particularly metacognitive monitoring and control. The aim of this study was to investigate the contingent relationship between metacognitive monitoring [e.g., judgment of learning (JOL)] and metacognitive control (e.g., strategy change) and whether those contingencies predicted learning about the circulatory system using an HLE. As a measure of contingency in metacognitive behavior, we examined the frequencies of learners’ change in strategy use (i.e., adaptive), or lack thereof (i.e., static), when they verbalized a negative JOL. The results showed that the frequency of adaptive metacognitive behavior positively related to learning, and static metacognitive behavior negatively related to learning, above and beyond the effect of prior knowledge. These findings suggest implications regarding future research into SRL, as well as the benefits of helping learners to recognize the necessary contingency that follows from metacognitive monitoring when learning with HLEs.

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Authors and Affiliations

  1. School of Education, University of North Carolina at Chapel Hill, 113 Peabody Hall, CB#3500, Chapel Hill, NC, 27599, USA

    Banu Binbasaran Tuysuzoglu & Jeffrey Alan Greene

Authors
  1. Banu Binbasaran Tuysuzoglu
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  2. Jeffrey Alan Greene
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Corresponding author

Correspondence to Jeffrey Alan Greene.

Appendices

Appendix 1: Mental models

Necessary features for each type of mental model (based on Azevedo et al. 2007)

  1. 1.

    No understanding

  2. 2.

    Basic Global Concepts

    • blood circulates

  3. 3.

    Global Concepts with Purpose

    • blood circulates

    • describes “purpose” - oxygen/nutrient transport

  4. 4.

    Single Loop – Basic

    • blood circulates

    • heart as pump

    • vessels (arteries/veins) transport

  5. 5.

    Single Loop with Purpose

    • blood circulates

    • heart as pump

    • vessels (arteries/veins) transport

    • describe “purpose” - oxygen/nutrient transport

  6. 6.

    Single Loop - Advanced

    • blood circulates

    • heart as pump

    • vessels (arteries/veins) transport

    • describe “purpose” – oxygen/nutrient transport

    • mentions one of the following: electrical system, transport functions of blood, details of blood cells

  7. 7.

    Single Loop with Lungs

    • blood circulates

    • heart as pump

    • vessels (arteries/veins) transport

    • mentions lungs as a “stop” along the way

    • describe “purpose” – oxygen/nutrient transport

  8. 8.

    Single Loop with Lungs - Advanced

    • blood circulates

    • heart as pump

    • vessels (arteries/veins) transport

    • mentions Lungs as a “stop” along the way

    • describes “purpose” – oxygen/nutrient transport

    • mentions one of the following: electrical system, transport functions of blood, details of blood cells

  9. 9.

    Double Loop Concept

    • blood circulates

    • heart as pump

    • vessels (arteries/veins) transport

    • describes “purpose” - oxygen/nutrient transport

    • mentions separate pulmonary and systemic systems

    • mentions importance of lungs

  10. 10.

    Double Loop – Basic

    • blood circulates

    • heart as pump

    • vessels (arteries/veins) transport

    • describe “purpose” - oxygen/nutrient transport

    • describes loop: heart - body - heart - lungs - heart

  11. 11.

    Double Loop – Detailed

    • blood circulates

    • heart as pump

    • vessels (arteries/veins) transport

    • describe “purpose” - oxygen/nutrient transport

    • describes loop: heart - body - heart - lungs – heart

    • structural details described: names vessels, describes flow through valves

  12. 12.

    Double Loop - Advanced

    • blood circulates

    • heart as pump

    • vessels (arteries/veins) transport

    • describe “purpose” - oxygen/nutrient transport

    • describes loop: heart - body - heart - lungs - heart

    • structural details described: names vessels, describes flow through valves

    • mentions one of the following: electrical system, transport functions of blood, details of blood cell

Appendix 2: Self-regulated learning processes

Table 4 Classes, descriptions and examples of the macro- and micro-level processes used to code students’ regulatory behavior (based upon Azevedo et al. 2008)
Full size table

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Binbasaran Tuysuzoglu, B., Greene, J.A. An investigation of the role of contingent metacognitive behavior in self-regulated learning. Metacognition Learning 10, 77–98 (2015). https://doi.org/10.1007/s11409-014-9126-y

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