Richey, J. Elizabeth
(2015)
IMPACT OF SELF-EXPLANATION AND ANALOGICAL COMPARISON SUPPORT ON LEARNING PROCESSES, MOTIVATION, METACOGNITION, AND TRANSFER.
Doctoral Dissertation, University of Pittsburgh.
(Unpublished)
Abstract
Research examining analogical comparison and self-explanation has produced a robust set of findings about learning and transfer supported by each instructional technique. However, it is unclear how the types of knowledge generated through each technique differ, which has important implications for cognitive theory as well as instructional practice. I conducted a pair of experiments to directly compare the effects of instructional prompts supporting self-explanation, analogical comparison, and the study of instructional explanations across a number of fine-grained learning process, motivation, metacognition, and transfer measures. Experiment 1 explored these questions using sequence extrapolation problems, and results showed no differences between self-explanation and analogical comparison support conditions on any measure. Experiment 2 explored the same questions in a science domain. I evaluated condition effects on transfer outcomes; self-reported self-explanation, analogical comparison, and metacognitive processes; and achievement goals. I also examined relations between transfer and self-reported processes and goals. Receiving materials with analogical comparison support and reporting greater levels of analogical comparison were both associated with worse transfer performance, while reporting greater levels of self-explanation was associated with better performance. Learners’ self-reports of self-explanation and analogical comparison were not related to condition assignment, suggesting that the questionnaires did not measure the same processes promoted by the intervention, or that individual differences in processing are robust even when learners are instructed to engage in self-explanation or analogical comparison.
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Details
| Item Type: |
University of Pittsburgh ETD
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| Status: |
Unpublished |
| Creators/Authors: |
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| ETD Committee: |
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| Date: |
27 September 2015 |
| Date Type: |
Publication |
| Defense Date: |
13 May 2015 |
| Approval Date: |
27 September 2015 |
| Submission Date: |
15 July 2015 |
| Access Restriction: |
No restriction; Release the ETD for access worldwide immediately. |
| Number of Pages: |
145 |
| Institution: |
University of Pittsburgh |
| Schools and Programs: |
Dietrich School of Arts and Sciences > Psychology |
| Degree: |
PhD - Doctor of Philosophy |
| Thesis Type: |
Doctoral Dissertation |
| Refereed: |
Yes |
| Uncontrolled Keywords: |
self-explanation; analogical comparison; instructional explanation; transfer; learning; achievement goals; metacognition |
| Date Deposited: |
28 Sep 2015 01:38 |
| Last Modified: |
15 Nov 2016 14:29 |
| URI: |
http://d-scholarship.pitt.edu/id/eprint/25632 |
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