Integrating Skills and Wills Instruction in Self-Regulated Science Text Reading for Secondary Students

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    Abstract

    This study investigated the effectiveness of cognitive-metacognitive versus motivational components of the IMPROVE self-regulatory model, used while reading scientific texts, for 10th graders' scientific literacy and self-regulated learning (SRL). Three treatment groups (N = 198) received one type of self-addressable questions while reading scientific texts: cognitive-metacognitive (CogMet), motivational (Mot), or combined (CogMetMot). Control group received no self-addressed questions (noSRL). One measure assessed scientific literacy, and two measures assessed SRL: (a) as an aptitude-pre/post questionnaires assessing self-perceived SRL, and (b) as an event-audiotaping participants' thinking-aloud SRL behaviors in real-time learning experiences and data coding illustrating SRL changes. Findings indicated that treatment groups significantly outperformed the non-treatment group. No differences emerged between CogMet and Mot, whereas fully combined SRL support (CogMetMot) was most effective. Theoretical and practical implications of this preliminary study are discussed.

    Original languageEnglish
    Pages (from-to)1846-1873
    Number of pages28
    JournalInternational Journal of Science Education
    Volume35
    Issue number11
    DOIs
    StatePublished - Jul 2013

    Keywords

    • Collaborative learning
    • High school
    • Reading science texts
    • SRL support
    • Science knowledge
    • Science literacy

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