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`You know I hate it when people half ass things': a ...

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`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

Name:Personal
Helms, Samuel Arthur Role :Text(marcrelator)
creator

Name:Personal
Lohr, Linda Role :Text(marcrelator)
thesis advisor

Name:Personal
Pugh, Kevin Role :Text
committee member

Name:Personal
Bauer, Jeffrey Role :Text
committee member

Name:Personal
Gall, James Role :Text
committee member

Name:Corporate
Education, Curriculum and Instruction Role :Text(marcrelator)
sponsor

Name:Corporate
University of Northern Colorado Role :Text(marcrelator)
degree grantor

typeOfResource
text genre(marcgt)
Thesis
Origin Information Place

University of Northern Colorado (keyDate="yes")
2010-05 Place :Text
Greeley (Colo.)
2010-05

Language :Text
English

Physical Description
184 pages
born digital

abstract
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 iv 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. note
Related Item :series

Related Item :thesis(displayLabel="Degree Type")
Ph.D.

Related Item :thesis(displayLabel="Degree Name")
doctoral

identifier:Local
Helms_unco_0161N_10031.pdf
Location (usage="primary display")
http://hdl.handle.net/10176/cogru:320

accessCondition:useAndReproduction
Copyright is held by the author.
Record Information languageOfCataloging :Text(ISO639-2B)
English :Code(ISO639-2B)
eng

note:admin
 note:bibliography
 note:thesis(displayLabel="Degree Type")
PhD note:thesis(displayLabel="Degree Name")
doctoral
Subject

Subject

Subject Name:Personal

Subject Name:Corporate

Subject

accessCondition:restrictionOnAccess
Title Information:Alternative


Subject
Educational Technology

Subject
Education

Subject
Goal-Orientation

Subject
Student Motivation

Subject
Pre-Instructional Activities

Subject
Self-Efficacy

Subject
Learning Simulations