P337: Self-regulated learning and chemistry achievement: Integration of affective and cognitive factors

Author: Jerry P. Suits, University of Northern Colorado, USA

Co-Author: Scott A. Beckley, University of Northern Colorado, USA

Date: 8/4/14

Time: 2:25 PM2:45 PM

Room: MAK BLL 126

Related Symposium: S30

This research study investigated the role of self-regulated learning (SRL) in explaining college students’ scores on a standardized first-term general chemistry examination. Previous achievement studies have tended to focus on either cognitive or affective (i.e., metacognitive, or motivational) processes. Conversely, SRL integrates both processes into a single coherent construct. In this study we found that educational technology in the form of web-based homework assignments played a pivotal role in either student’s success or lack thereof. This pivotal role revealed the nature of their SRL strategies. SRL is composed of three major components: cognition (e.g., prior chemistry knowledge), learning approach (e.g., deep or surface approach), and motivation (e.g., emotional satisfaction, or attendance). Each student developed an SRL strategy that either became adaptive or maladaptive in determining their performance on the examination. The web-based homework assignments revealed how students used different SRL strategies. Interviews with students revealed that their SRL strategies fell into one of four distinctive patterns (i.e., themes), which corresponded to four established learning styles. Students who used memorizing SRL strategies actually scored much lower than their predicted exam scores, while those who used meaningful strategies produced actual scores that met or exceeded their predicted scores. Overall, the achievement outcomes of the examination were dependent upon educational technology and on the integration of cognitive factors with the selected affective factors.