Related Experiment Video
Updated: Feb 23, 2026
12:55
Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties
Published on: September 27, 2020
9.2K
The Association between Motivation, Affect, and Self-regulated Learning When Solving Problems
Martine Baars1, Lisette Wijnia1,2, Fred Paas1,3
1Department of Psychology, Education and Child Studies, Erasmus University RotterdamRotterdam, Netherlands.
Frontiers in Psychology
|August 30, 2017
Summary
Negative affect, poor self-assessment, and high mental effort hinder problem-solving performance in self-regulated learning (SRL) environments. Understanding these factors is crucial for improving student learning outcomes in complex subjects like biology.
Area of Science:
- Educational Psychology
- Cognitive Science
- Online Learning
Background:
- Self-regulated learning (SRL) is crucial for academic success, especially in complex subjects like biology.
- Research has primarily focused on cognitive aspects of SRL, neglecting affective and motivational factors.
- Affective and motivational resources are under-researched in the context of self-regulated problem-solving.
Purpose of the Study:
- To investigate the relationship between affect, motivation, mental effort, SRL skills, and problem-solving performance.
- To examine these factors within a self-regulated online learning environment for biology.
- To identify key predictors of successful problem-solving in this context.
Main Methods:
- Secondary education students engaged in self-regulated online learning of biology hereditary problems.
- Learning involved studying video-modeling examples and solving problems of varying complexity.
- A posttest assessed problem-solving performance, self-assessment accuracy, and mental effort perception.
Main Results:
- Negative affect was negatively associated with problem-solving performance.
- Inaccurate self-assessments during the posttest correlated with lower performance.
- Higher perceived mental effort during the posttest also predicted poorer problem-solving outcomes.
Conclusions:
- Affective states and metacognitive accuracy significantly impact self-regulated problem-solving.
- Mental effort, while necessary, can be detrimental if perceived as excessively high.
- Interventions should address emotional regulation and accurate self-monitoring to enhance SRL in online biology learning.
Related Concept Videos
01:26Locus of Control
260
Locus of control describes how individuals perceive the causes of events in their lives, influencing motivation and well-being. Introduced by Julian Rotter in 1954, it is categorized into internal and external locus of control.Internal Locus of ControlIndividuals with an internal locus of control believe their actions determine outcomes, fostering responsibility, self-efficacy, and motivation. For example, an employee may attribute career success to hard work. Research links this mindset to...
260
01:29Self-Efficacy
249
Self-efficacy is the belief in one's capacity to organize and execute actions necessary to manage prospective situations. This belief significantly influences how individuals approach goals, tasks, and challenges across different domains of life.Psychological and Educational ImpactsIndividuals with strong self-efficacy are more resilient in the face of difficulties. They are more likely to adopt effective problem-solving strategies, persist through obstacles, and regulate emotions such as...
249
01:25Self-Regulation
288
Self-regulation, also known as self-control, encompasses a range of cognitive and behavioral processes that allow individuals to adjust their internal states and outward actions to align with socially acceptable norms and long-term goals. It plays a fundamental role in adaptive functioning, from resisting impulsive behaviors to persisting through challenging tasks. While its benefits are widely recognized, self-regulation is not limitless. Muraven and Baumeister's theory posits that...
288
01:21Cognitive Learning
1.4K
Cognitive learning is based on purposive behavior, incidental learning, and insight learning.
E. C. Tolman's theory of purposive behavior emphasizes that much behavior is goal-directed. He argued that to understand behavior, we must look at the entire sequence of actions leading to a goal. For instance, high school students study hard, not just due to past reinforcement but also to achieve the goal of getting into a good college.
Tolman introduced the idea that behavior is influenced by...
E. C. Tolman's theory of purposive behavior emphasizes that much behavior is goal-directed. He argued that to understand behavior, we must look at the entire sequence of actions leading to a goal. For instance, high school students study hard, not just due to past reinforcement but also to achieve the goal of getting into a good college.
Tolman introduced the idea that behavior is influenced by...
1.4K
01:26Metacognition
902
Metacognition is a conscious process where individuals are aware of their cognitive and executive processes, such as planning before solving a problem or self-monitoring during reading. For instance, a writer may need help with composing a piece. The situation involves a writer who is working on a piece of writing, but while doing so, they realize that something is missing. They notice that their characters lack depth or details. This realization occurs because the writer is reflecting on their...
902
01:29Theory of Attribution II: Kelley's Covariation Theory
714
Attribution theory plays a crucial role in social psychology, helping to explain how individuals interpret the causes of behavior. One prominent model within this field is Harold Kelley's covariation theory, which provides a systematic approach to determining whether internal traits or external circumstances drive a person's actions. The model posits that individuals rely on three key types of information—consensus, consistency, and distinctiveness—to make these judgments.Consensus:...
714