The Effectiveness of Instruction Program Based on Generative Learning Theory on Cognitive and Meta Cognitive Self-Regulation and Motivational Beliefs
Subject Areas : Clinical psychologyLeila Orvati Movaffagh 1 , Soghra Ebrahimi Qavam 2 , Esmaeil Sadipour 3 , Ali Delavar 4 , Fariborz Dortaj 5
1 - PhD Candidate
Allameh Tabataba'i University
2 - PhD
Allameh Tabataba'i University
3 - PhD
Allameh Tabataba'i University
4 - PhD
Allameh Tabataba'i University
5 - PhD
Allameh Tabataba'i University
Keywords: Self-regulation, motivational beliefs, cognitive self-regulation, generative instruction, metacognitive self-regulation,
Abstract :
he aim of this study was to determine the effectiveness of generative instruction based on generative learning theory on cognitive and metacognitive self-regulation and motivational beliefs of 7th grade students. The study design was quasi-experimental with pretest- posttest and control group.100 students among 7th grade students in Hamedan were selected using accessible sampling method and randomly, divided into the experimental group (50 students) and the control group (50 students). The Motivated Strategies for Learning Questionnaire (MSLQ) (Pintrich & Degroot, 1990) was administered before and after the implementation of the generative instruction program. The data were analyzed using multivariate analysis of covariance (MANCOVA). The findings showed that generative instruction program could predict 44% of cognitive regulation changes, 32% of metacognitive regulation changes and 39% of motivational self-regulation changes.According to the findings, it can be concluded that generative instruction affects cognitive and metacognitive self-regulation and motivational beliefs
خانجانی، ز.، فرجی، ر. و فاروقی، پ. (1394). اثر‌بخشی آموزش خودنظم‌‌دهی بر کنشهای اجرایی دانش‌‌آموزان با ناتوانی‌های یادگیری. فصلنامه روان‌شناسی تحولی: روان‌شناسان ایرانی، 12(45)، 59 -51.
محمودی‌کهریز، ب.، باقریان، ف. و حیدری، م. (1393). نقش خودنظم‌‌دهی در سازگاری اجتماعی دانش‌‌آموزان. فصلنامه روان‌شناسی تحولی: روان‌شناسان ایرانی، 10(40)، 392 -383.
موسوی‌نژاد،ع.(1376).بررسیرابطه باورهایانگیزشیوراهبردهاییادگیری خودنظم داده‌شدهبا پیشرفتتحصیلیدانش‌آموزان سالسومراهنمایی. پایان‌نامهکارشناسیارشد، دانشگاهتهران.
Alexiou, A., & Paraskeva, F. (2013). Exploiting motivation and self-efficacy through the implementation of a self-regulated oriented portfolio. In International Conference on E-Learning in the Workplace, NY, USA.
Arjanggi, R., & Setiowati, E. A. (2014). The effectiveness of student team-achievement division to increase self-regulated learning. Proceedings of the 8th International Technology, Education and Development Conference (INTED), Valencia, 2379-2383.
Azevedo, R., & Cromley, J. G. (2004). Does training of self-regulated learning facilitate students' learning with hypermedia? Educational Psychology, 96(3), 523-535.
Azevedo, R., Moos, D. C., Greene, J. A.,Winte rs, F. I., & Cromley, J. G. (2008). Why is externally-facilitated regulated learning more effective than self-regulated learning with hypermedia? Educational Technology Research and Development, 56(1), 45-72.
Baars, M., Wijnia, L., & Paas, F. (2017). The association between motivation, affect, and self-regulated learning when solving problems. Frontiers in Psychology, 8,1-12.
Bandura, A. (2005). The primacy of self-regulation in health promotion. Applied Psychology: An International Review, 54(2), 245-254.
Basso, F. P., & Abrahao, M. H. M. B. (2018). Teaching activities that develop learning self-regulation. Educacao & Realidade, 43(2), 495-512.
Boekaerts, M. (1999). Motivated learning: Studying students' situation transactional units. European Journal of Psychology of Education, 14(1), 41-55.
Boekaerts, M., & Niemivirta, M. (2000). Self-regulated learning: Finding a balance between learning goals and ego-protective goals In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation, (pp. 417-450). San Diego, CA: Academic Press.
Cano García, F., García, Á, Berbén, A. B. G., Pichardo, M. C., & Justicia, F. (2014). The effects of question-generation training on metacognitive knowledge, self-regulation and learning approaches in science. Psicothema, 26(3), 385-390.
Cleary, T. J., & Zimmerman, B. J. (2004). Self-regulated empowerment program: A school program to enhance self-regulated and self-motivated cycles of student learning. Psychology in the Schools,41(5), 537-550.
Dignath, C., & Büttner, G. (2008). Components of fostering self-regulated learning among students. A meta-analysis on intervention studies at primary and secondary school level. Metacognition & Learning, 3(3), 231-264.
Farouk, A., & Elfateh, A. (2016). Effectiveness use generative learning model on strategic thinking skills and learning level of basics offensive fencing.Movement and Health, 16(1), 33-39.
Fernandez-Rio, J., Cecchini, J. A., Méndez-Gimenez, A., Mendez-Alonso, D., & Prieto, J. A. (2017). Self-regulation, cooperative learning, and academic self-efficacy: Interactions to prevent school failure. Frontiers in Psychology, 8(22), 10-22.
Fiorella. L., & Mayer, R. E. (2016). Eight ways to promote generative learning. Educational Psychology Review, 28(4), 717-741.
Friedrich, A., Jonkmann, K., Nagengast, B., Schmitz, B., & Trautwein, U. (2013). Teachers' and students' perceptions of self-regulated learning and math competence: Differentiation and agreement. Learning and Individual Differences, 27, 26-34.
Grabowski, B. L. (2004). Generative Learning contributions to the design of instruction and Llearning. In D. H. Jonassen (Ed.), Handbook of research on educational communications and technology(pp. 719-743). Mahwah, NJ, US: Lawrence Erlbaum.
Hall, S. M., Lieto, J., & Martin, R. (2018). How using generative learning strategies improved medical student self-competency in end-of-life care. The Permanente Journal, 22(1). 17-27.
Ifenthaler, D. (2012). Determining the effectiveness of prompts for self-regulated learning in problem-solving scenarios. Journal of Educational Technology and Society, 15(1), 38-52.
Ionas, I. G., Cernusca, D., & Collier, H. L. (2012). Prior knowledge influence on self-explanation effectiveness when solving problems: An exploratory study in science learning. International Journal of Teaching and Learning in Higher Education, 24(3), 349-358.
Katz, I., Eilot, K., & Nevo, N. (2013). “I’ll do it later”: Type of motivation, self-efficacy and homework procrastination. Motivation and Emotion, 38(1), 111-119.
Kitsantas, A., Winsler, A., & Huie, F. (2008). Self-regulation and ability predictors of academic success during college: A predictive validity study. Journal of Advanced Academics, 20,42-68.
Klassen, R.M. (2010). Confidence to manage learning: The self-efficacy for self-regulated learning of earlyadolescents with learning disabilities. Learning Disability Quarterly, 33(1), 19-30.
Klassen, R. M., Krawchuk, L. L., & Rajani, S. (2008). Academic procrastination of undergraduates: Low self-efficacy to self-regulate predicts higher levels of procrastination. Contemporary Educational Psychology, 33(4), 915-931.
Kolovelonis, A., Goudas, M., & Dermitzaki, I. (2011). The effect of different goals and self-recording on self-regulation of learning a motor skill in a physical education setting. Learning and Instruction, 21(3), 355-364.
Kourilsky, M., & Wittrock, M. C. (1992). Generative teaching: An enhancement strategy for the learning of economics in cooperative groups. American Educational Research Journal, 29(4), 861-876.
Lee, H. W. (2008).The effects of generative learning strategy prompts and meta-cognitive feedback on learners, self-regulation, generation process, and achievement. PhD Dissertation. The Pennsylvania State University.
Lee, H. W., Lim, K. Y., & Grabowski, B. L. (2008). Generative learning: Principles and implications for making meaning. In M. Specter, M. D. Merrill, J. J. G. van Merriënboer & M. P. Driscoll (Eds.), Handbook of research on educational communications and technology(pp.111-124). New York, NY: Taylor & Francis Group.
Lee, H. W., Lim, K. Y., & Grabowski, B. L. (2009). Generative learning strategies and metacognitive feedback to facilitate comprehension of complex science topics and self-regulation. Journal of Educational Multimedia and Hypermedia, 18(1), 5-26.
Long, L. W. (2017). Self-regulated learning and self-efficacy in prekindergarten students.PhD Dissertation,Rowan University.New Jersey, United States
Magno, C. (2010). Assessing academic self-regulated learning among Filipino college students: the factor structure and item fit. The International Journal of Educational and Psychological Assessment, 5,61-76.
Nicol, D., & McFarlane, D. (2006). Formative assessment and self-regulated learning, a model and seven principles of good feedback practice. Studies in Higher Education, 31(2), 199-218.
Oh, S., & Kim, Y. (2016). The effects of generative concept map on science learning achievement and cognitive load. Educational Technology International, 17(2), 253-271.
Osborne, R. J., & Wittrock, M. C. (1983). Learning science: A generative process. Science Education, 67(4), 489-508.
Osborne, R. J., & Wittrock, M. C. (1985). The generative learning model and its implications for science education. Studies in Science Education, 12(1), 59-87.
Panadero, E., Jonsson, A., & Botella, J. (2017). Effects of self-assessment on self-regulated learning and self-efficacy: Four meta-analyses. Educational Research Review, 22,74-98.
Paris, S. G., & Winograd, P. (1999). The role of self-regulated learning in contextual teaching: Principles and practices for teacher preparation.Retrieved October, 4,2018 from https://eric.ed.gov/?id= ED479905.
Pilegard, C. A., & Fiorella, L. (2016). Helping students help themselves: Generative learning strategies improve middle school students' self-regulation in a cognitive tutor. Computers in Human Behavior, 65, 121-126.
Pintrich, P, R., & Degroot, E. V. (1990). Motivational self-regulated learning components of classroom academic performance.Journal of Educational Psychology, 82(1), 33-40.
Popa, D. (2015). The relationship between self-regulation, motivation and performance at secondary school students. Procedia-Social and Behavioral Sciences, 191, 2549-2553
Posner, M. I., & Rothbart, M. K. (1998). Attention, self–regulation and consciousness. Philosophical Transactions of the Royal Society of London B: Biological Sciences, 353(1377), 1915-1927.
Reid, A. J., & Morrison, G. (2014). Generative learning strategy use and self-regulatory prompting in digital text. Journal of Information Technology Education: Research, 13, 49-72.
Roll, I., Baker, R. S., Aleven, V., McLaren, B. M., & Koedinger, K. R. (2005). Modeling students’ metacognitive errors in two intelligent tutoring systems. In International Conference on User Modeling(pp. 367-376). Springer, Berlin, Heidelberg.
Rueda, M. R., Posner, M. I., & Rothbart, M. K. (2004). Attentional control and self-regulation. In R. F. Baumeister & K. D. Vohs (Eds.), Handbook of self-regulation: Research, theory, and applications (pp. 283-300). New York: Guilford
Rueda, M. R., Posner, M. I., & Rothbart, M. K. (2005). The development of executive attention: Contributions to the emergence of self-regulation. Developmental Neuropsychology, 28(2), 573-594.
Schunk, D. H., & Ertmer, P. A. (2000). Self-regulation and academic learning: Self-efficacy enhancing interventions. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation(pp. 631-649). San Diego, CA, US: Academic Press.
Shokar, G. S., Shokar, N. K., Romero, C. M., & Bulik, R. J. (2009). Self-directed learning: looking at out domes with medical students. Medical Student Education, 34(3), 791-800.
Spruce, R., & Bol, L. (2015). Teacher beliefs, knowledge, and practice of self-regulated learning. Metacognition and Learning, 10(2), 245-277.
Stuckey-Mickell, T. A. (2010). The effects of generative teaching on pre-service teachers' comprehension and application of instructional design principles. PhD Dissertation, Northern Illinois University.
Stumpf, H., & Stanley, J. C. (2002). Group data on high school grade point averages and scores on academic aptitude tests as predictors of institutional graduation rates. Educational and Psychological Measurement, 62(6), 1042-1052.
Sun, L. (2014). Promoting self-regulation in the classroom: Effects of teacher, academic tasks, and peers.PhD Dissertation. Oulu University. Finland.
ToddEller, B. (2000).Generative learning versus traditional lecture in resume instruction. PhD Dissertation. University of California, Los Angeles.
Tuckman, B. W. (2003). The effect of learning and motivation strategies training on college students' achievement. Journal of College Student Development, 44(3), 430-437.
Turan, S., & Demirel. O. (2010). The relationship between self-regulated learning skills and achivement : A case from Hacettepe University of Medical School, H. U. Journal of Education, 38,279-291.
Weinstein, C. E., Acee, T. W., & Jung, J. (2011). Self‐regulation and learning strategies. New Directions for Teaching and Learning, 126, 45-53.
Wittrock, M. C. (1974). Learning as a generative process. Educational Psychologist,19(2), 87-95.
Wittrock, M. C. (1990). Generative processes of comprehension. Educational Psychologist, 24(4), 345-376.
Wittrock, M. C. (1991). Generative teaching of comprehension. Elementary School Journal, 92,167-182.
Wittrock, M. C. (1992). Generative learning processes of the brain. Educational Psychologist, 27(4), 531-541.
Wittrock, M. C. (2010). Learning as a generative process. Educational Psychologist,45(1), 40-45.
Wolters, C. A. (2003). Understanding procrastination from a self-regulated learning perspective. Journal of Educational Psychology, 95(1), 179-187.
Wood, D. (1998). How children think and learn: The social contexts of cognitive development (Understanding children's worlds).Wiley-Blackwell, Oxford.
Zepke, N., & Leach, L. (2010). Improving student engagement: Ten proposals for action. Active Learning in Higher Education, 11(3), 167-177.
Zimmerman, B. J. (1995). Self-regulation involves more than metacognition: A social cognitive perspective. Educational Psychologist, 30(4), 217-221.
Zimmerman, B. J. (2000). Attaining self-regulation: A social cognitive perspective. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), handbook of self-regulation(pp.13-39). San Diego, CA: Academic Press.
Zimmerman B. J. (2008). Investigating self-regulation and motivation: historical background, methodological developments, and future prospects. American Educational Research Journal, 45, 166-183.
Zumbrunn, S., Tadlock, J., & Roberts, E. D. (2011). Encouraging self-regulated learning in the classroom: A review of the literature. Metropolitan Educational Research Consortium (MERC),18,1-28.
Zwick, R., & Sklar, J. C. (2005). Predicting college grades and degree completion using high school grades and SAT scores: The role of student ethnicity and first language. American Educational Research Journal, 42,439-464.
_||_