The effects of achievement goals and self-regulated learning behaviors on reading comprehension in technology-enhanced learning environments

► Self-regulated learning was traced and analyzed using behavioral logs. ► Mastery goals predicted more note-taking, information-seeking, marginally more monitoring. ► Monitoring and highlighting predicted increased comprehension scores. Studies examining students’ achievement goals, cognitive engag...

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Bibliographic Details
Published in:Contemporary educational psychology 2012-04, Vol.37 (2), p.148-161
Main Authors: Bernacki, Matthew L., Byrnes, James P., Cromley, Jennifer G.
Format: Article
Language:English
Subjects:
Academic Achievement
Achievement goals
Achievement Need
Behavioural approaches
Biological and medical sciences
Comprehension
Educational Environment
Educational psychology
Educational Technology
Fundamental and applied biological sciences. Psychology
Goal Orientation
Goals
Hypermedia
Information Seeking
Learning
Learning Processes
Learning Strategies
Log-file analyses
Mastery Learning
Metacognition
Notetaking
Path Analysis
Prediction
Psychology. Psychoanalysis. Psychiatry
Psychology. Psychophysiology
Pupil and student. Academic achievement and failure
Reading Comprehension
School environment
Scores
Self-regulated learning
Selfreport
Student behavior
Student Motivation
Technology-enhanced learning environments
Undergraduate Students
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Summary:► Self-regulated learning was traced and analyzed using behavioral logs. ► Mastery goals predicted more note-taking, information-seeking, marginally more monitoring. ► Monitoring and highlighting predicted increased comprehension scores. Studies examining students’ achievement goals, cognitive engagement strategies and performance have found that achievement goals tend to predict classes of cognitive strategy use which predict performance on measures of learning. These studies have led to deeper theoretical understanding, but their reliance on self-report data limit the conclusions that can be drawn. We employed a behavioral approach instead and assessed learning processes by logging learners’ behaviors as they used educational technology. We examined the relationship between achievement goals, strategy use, and comprehension scores of 160 undergraduates who studied a hypertext passage in a technology-enhanced learning environment (TELE) equipped with tools that support learning behaviors including highlighting, taking notes, review of annotations, seeking additional information and monitoring understanding. Results of a path analysis indicated that higher mastery goals predicted more information-seeking and note-taking and marginally more monitoring of learning. Performance avoidance goals negatively predicted note-taking and information-seeking. Performance approach goals did not predict the behaviors we traced. Of the behaviors we traced, highlighting and monitoring predicted increases in comprehension scores. A behavioral approach to assessing learning processes confirmed only a subset of paths from achievement goals to learning processes to learning outcomes originally discovered with self-report data.
ISSN:0361-476X
1090-2384
DOI:10.1016/j.cedpsych.2011.12.001