Facilitating Self-Regulated Learning With Technology: Evidence for Student Motivation and Exam Improvement

作者：Barber Larissa K^*; Bag**y Patricia G; Grawitch Matthew J; Buerck John P

来源：Teaching of Psychology, 2011, 38(4): 303-308.

DOI：10.1177/0098628311421337

• self-regulated learning
• technology
• motivation
• academic performance
• self-control
• Blackboard

The authors examined the extent to which student access to the MyGrade application in Blackboard may facilitate motivation and exam improvement via grade monitoring. In support of self-regulated learning and feedback principles, students indicated that the MyGrade application helped them better monitor their course performance and increased their motivation to study and pay attention in class. Access statistics for the MyGrade application in two undergraduate psychology courses revealed that students who viewed their grades weekly or more significantly improved their exam scores compared with those who accessed their grades less than weekly. These effects were robust when controlling for student characteristics (ability, experience, self-control) and class attendance. The authors discuss implications for the role of technology in facilitating self-regulated learning.

• 出版日期2011