Self-Evaluation and Self-Regulated Computer Learning.Report as inadecuate

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This study examined the influence of learning goals and self-evaluation on college students' achievement outcomes during computer skill learning. The researchers hypothesized that providing students with learning goals would focus their efforts on the skills to be acquired, allow for assessment of learning progress, and enhance implementation of successful learning strategies. The research involved two studies of undergraduate preservice teachers enrolled in an introductory computer skills application course. Researchers randomly assigned students to one of four conditions (learning or performance goal conditions, with or without self-evaluation). Students were pretested and posttested during the Hypercard unit of the course. The testing included measures of self-regulation, self-efficacy, and achievement. Results found that providing students with learning goals enhanced their self-efficacy for successfully performing computer based tasks and their use of self-regulatory strategies better than did providing performance goals. Opportunities for self-evaluation also significantly affected self-efficacy. A followup study examined the idea that learning goals and self-evaluation operate through a common process of conveying to students information about their learning progress. Participants, procedures, and materials were similar, though students evaluated their learning progress at the end of each of three laboratory sessions. Results were similar to the results of the first study. The results indicated that providing college students with learning goals is an effective way to enhance achievement outcomes, and under certain conditions, opportunities for self-evaluation exert beneficial effects. (Contains 43 references.) (SM)

Descriptors: Academic Achievement, Behavioral Objectives, College Students, Computer Literacy, Higher Education, Preservice Teacher Education, Self Efficacy, Self Evaluation (Individuals)

Author: Schunk, Dale H.; Ertmer, Peggy A.


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