The Role of Goal Structure in Undergraduates’ Use of Self-Regulatory Variables in Two Hypermedia Learning Tasks

Analysis of think-aloud and posttest data from 60 undergraduates suggests that a mastery goal structure and a performance-approach goal structure are related to undergraduates' use of similar proportions of self-regulated learning variables in two hypermedia learning tasks, whereas aperformance-avoidance goal structure is related to undergraduate's use of different proportions of SRL variables, specifically planning, in two similar hyper media learning tasks.

Abstract

Think-aloud and posttest data was collected from 64 undergraduates to examine whether they use a different proportion of self-regulated learning (SRL) variables in two related learning tasks about science topics while using a hypermedia environment. We also manipulated the goal structure of the two learning tasks in order to explore whether goal structure of a learning task is related to the use of SRL variables. Participants were randomly assigned to 1 of 3 conditions [mastery goal structure, performance-approach goal structure, or performance-avoidance goal structure] and participated in two 20 minute learning tasks in which they learned about the circulatory and respiratory system. Results indicate that while a mastery goal structure and a performance-approach goal structure are related to undergraduates' use of a similar proportion of SRL variables in two related learning tasks, a performance-avoidance goal structure is related to undergraduate's use of a different proportion of SRL variables, specifically planning.