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Deutsche Version
TP13 Regulationsprozesse
Department of Learning and Instruction, Ruhr-University Bochum
Department of Learning and Instruction, Ruhr-University Bochum
Applicant for grant:  
Dr. Hubertina Thillmann  
 
Project periode:  
10.2009-9.2011    
Grant reference:TH1513/1-1
Background, Aims and Framework
Metacognitive and motivational regulation processes during self-regulated learning by experimenting  
 
Goal:

The overall goal of this project is to investigate the role of motivation regulation in self-regulated learning by experimenting. The first step lies in the development and evaluation of a new test for assessing students‘ knowledge about strategies for motivation regulation. Based on the diagnosis of knowledge about strategies for motivation regulation it is the goal of this project to investigate experimentally, whether self-regulation of motivation and thereby the learning process and learning outcome can be activated and supported by motivation regulation prompts.  
 
 
Research Questions:  
 
Can we assess students’ knowledge about motivation regulation in a reliable and valid manner by using a strategy knowledge test?  
What do students know about strategies for motivation regulation?  
Can we activate self-regulation of motivation by presenting motivation regulation prompts during self-regulated learning by experimenting and does this lead to higher motivation, higher knowledge about motivation regulation strategies, higher knowledge about and use of experimenting strategies, and higher learning outcome?

Methods and Analysis
Project Plan:

 
The first step included the development and evaluation of a test on knowledge about motivation regulation strategies as well as of motivation regulation prompts. The second step of the project includes the experimental investigation of the effects of presenting motivation regulation prompts. In a 2x2-factorial between-subjects design the effect of motivation regulation prompts (yes/no) and metacognitive prompts (yes/no) on motivation during learning, knowledge about motivation regulation strategies, knowledge about and use of experimenting strategies, and learning outcome in self-regulated learning by experimenting is examined.  
 
Table 1: 2x2-factorial between-subjects design of the experiment  
 


Motivation regulation prompts
noyes
metacognitive
prompts
no

yes

 
 
Instruments:

In order to assess students’ knowledge about motivation regulation strategies, a new test is developed with a test format analogous to the Würzburger reading strategy knowledge test (Würzburger Lesestrategie-Wissenstest [WLST] 7-12, Schlagmüller & Schneider, 2007). The format of the test intends to assess students‘ conditional strategy knowledge by asking for the situation specific rating of the usefulness of different strategies in a sketched learning situation. The content of the test refers to students’ typical motivational problems and motivation regulation strategies (cf. Wolters, 1998, 1999, 2003).  
In addition, another strategy knowledge test with the same test format is used in order to assess students’ knowledge about experimenting strategies (Thillmann, 2008). By using a computer-based experimenting environment (cf. TP 1) students’ actual use of experimenting strategies can be assessed by behavior-based measures of strategy use.

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