The Cyclical Nature of Self-Regulated Learning Phases: Stable Between Learning Tasks?

Abstract

Think-aloud and self-report data from 37 preservice teachers were used to examine the stability of self-regulated learning (SRL). Participants, all of whom were preservice teachers, learned about 2 topics (Circulatory System and Constructivism) with hypermedia. Think-aloud data were collected to determine the extent to which participants self-regulated their learning in each task. In addition, participants completed a self-report questionnaire, which measured various motivation constructs. Results indicated that the level of extrinsic motivation and control beliefs was similar between tasks, whereas the level of task value and self-efficacy was higher when participants learned about Constructivism. In addition, participants’ use of some SRL processes (planning and monitoring) was stable between the learning tasks, despite the higher level of task value and self-efficacy. Use of learning strategies significantly increased when they learned about Constructivism, however. These results offer theoretical implications and insights into the interaction between SRL phases during hypermedia learning.