Training Self-Regulation Skills: Does The Accuracy of Task-Selection Depend On Who You Are Choosing For and self-Efficacy?

Abstract

Earlier research has found that self-regulated learning is challenging due to the demand on the learner to monitor and assess their learning progress. The Self-Assessment and Task-Selection (SATS) training proved that self-regulated learning can be trained. However, the person who is choosing and self-efficacy can affect self-regulated learning outcomes. This study, therefore, examined if task-selection accuracy would be dependent on choosing a task for yourself or choosing a task for someone else and subsequently, if that effect would be dependent on selfefficacy. 125 secondary education students participated in this experimental study. Participants followed a Self-Assessment and Task-Selection (SATS) training, afterwards rated their selfefficacy, and solved biology tasks which they chose for themselves and biology tasks they chose for someone else. Results showed that task-selection accuracy did depend on choosing for yourself or someone else with choosing a task for someone else having the highest task-selection accuracy. Subsequently, this effect was not moderated by participants self-efficacy. Results suggest that social aspects can affect self-regulated learning, and therefore learning performance. Replication of this study with choosing a task for someone else and investigation on how social aspects affect self-regulated learning is recommended.