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The Association between Motivation, Affect, and Self-regulated Learning When Solving Problems.

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Summary
This summary is machine-generated.

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.

Keywords:
affectmental effortmotivationproblem-solving performanceself-regulated learning

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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.