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ERIC Number: ED517612
Record Type: Non-Journal
Publication Date: 2010
Pages: 185
Abstractor: As Provided
Reference Count: 0
ISBN: ISBN-978-1-1240-1570-5
ISSN: N/A
"You Know I Hate It when People Half Ass Things": A Case Study of a High School Science Student and the Role of Pre-Instructional Activities, Goal Orientation, and Self-Efficacy in Learning with Simulations
Helms, Samuel Arthur
ProQuest LLC, Ph.D. Dissertation, University of Northern Colorado
This single subject case study followed a high school student and his use of a simulation of marine ecosystems. The study examined his metaworld, motivation, and learning before, during and after using the simulation. A briefing was conceptualized based on the literature on pre-instructional activities, advance organizers, and performance objectives. The briefing was a series of formal lessons before the participant began to use the simulation for the purposes of learning. The research questions focused on how the briefing influenced the participant's metaworld, self-efficacy, goal orientation, prerequisite knowledge, and the themes that emerged from the data, which helped explain how the briefing influenced the participant's learning. Results centered on four themes: (a) unanticipated or desired goal orientation; (b) perceptions of self-efficacy; (c) perceptions of quality work; and (d) lack of responsiveness. The literature on goal orientation and self-efficacy was used to explain and unite the themes. The data suggested that the participant's performance-avoidance goal mediated between his high self-efficacy and low performance. Also, in cases where the participant has a performance-avoidance goal, the briefing may have no influence on learning with a simulation. Lastly, the briefing may be defined in two ways: informal and formal. Future research could examine how metaworld can be formed outside of a formal briefing, and how prior experiences influence the formation of metaworld, goal orientation, and self-efficacy when learning with simulations. Researchers could also examine ways to strengthen a weak metaworld that does not inspire the learner to explore the simulation. Another area for future research is how goal orientation and self-efficacy influence the formation of metaworld. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A