Effects of metacognition instruction on postsecondary student self-efficacy
| Title: | Effects of metacognition instruction on postsecondary student self-efficacy |
| Author: | Roberts, Frank Warner |
| Abstract: | The current study proposes an examination of the effects of metacognitive prompting on participants’ self-efficacy when completing a computer-based algebra lesson. Participants will be randomly assigned from the Educational Psychology subject pool. The experimental design contains 4 conditions: before prompts, during prompts, after prompts, or none (control). The data will be analyzed using a one-way ANCOVA with the metacognitive prompt condition as the between subjects factor, the post-test self-efficacy scores serving as the dependent variable, and pre-test self-efficacy scores acting as the covariate. |
| Department: | Educational Psychology |
| Subject: |
Metacognition
Self-efficacy |
| URI: | http://hdl.handle.net/2152/12580 |
| Date: | 2011-05 |
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