To date, there have been few empirical studies that have examined multidimensional interactive models of self-regulated learning. This study tested the interactive influence of two self-regulatory processes--goal-setting and metacognitive awareness--on students' performance. Individuals (N = 89) were placed into one of four experimental groups based on their level of metacognitive awareness (high or low) and their participation in either a goal-setting intervention or a filler activity. All individuals then completed a novel decision-making task. As hypothesized, the interaction of being asked to set clearly defined goals and a tendency to develop a high degree of metacognitive awareness best facilitated individuals' performance on a decision-making task. Results provide initial support for multidimensional interactive self-regulatory models.
The Journal of Experimental Education publishes basic and applied-research studies that use the range of quantitative and qualitative methodologies found in the behavioral, cognitive, and social sciences. The journal features articles that seek to improve knowledge of how learning and instructional, motivational, and social processes affect educational outcomes across all ages and education levels, including public and private education in the United States and abroad. The Journal of Experimental Education also reports methodological or statistical findings that enhance the interpretation of educational data. The journal – essential reading for researchers and practitioners interested in advancing educational research and its use to improve teaching, learning, and schooling – is divided into three distinct sections: Learning and Instruction; Motivation and Social Processes; and Measurement, Statistics, and Research Design.
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© 1992 Taylor & Francis, Ltd.
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