ERIC Number: EJ1087841
Record Type: Journal
Publication Date: 2016-Feb
Abstractor: As Provided
Reference Count: 121
Interplay of Prior Knowledge, Self-Regulation and Motivation in Complex Multimedia Learning Environments
Song, H. S.; Kalet, A. L.; Plass, J. L.
Journal of Computer Assisted Learning, v32 n1 p31-50 Feb 2016
This study examined the direct and indirect effects of medical clerkship students' prior knowledge, self-regulation and motivation on learning performance in complex multimedia learning environments. The data from 386 medical clerkship students from six medical schools were analysed using structural equation modeling. The structural model revealed that medical students' prior knowledge directly positively affected their learning outcome, self-efficacy and performance approach goal orientation. The learners' self-regulation had a significant positive direct effect on learning outcome. The learners' mastery goal orientation directly affected their learning outcome. Interestingly, inconsistent with our hypothesis, the learners' performance approach goal orientation showed a significant negative direct effect on learning outcome, and performance avoidance goal orientation had a significant positive effect on learning outcome. These findings help develop a more comprehensive understanding of the role of individual characteristics on learning performance of complex tasks in multimedia learning environments.
Descriptors: Prior Learning, Self Management, Self Control, Student Motivation, Multimedia Instruction, Medical Education, Structural Equation Models, Medical Students, Knowledge Level, Self Efficacy, Performance, Goal Orientation, Correlation, Mastery Learning, Hypothesis Testing, Student Characteristics
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Sponsor: National Science Foundation (NSF); National Library of Medicine (DHHS/NIH)
Authoring Institution: N/A
IES Grant or Contract Numbers: IIS0537252|1R01LM00953801