Abstracts - Earli

A 1128 August 2007 15:00 - 17:00Room: 0.89 JedlikSymposiumMotivation and efficient learning with multimedia or web-basedlearning environmentsChair: Nathalie Huet, University Toulouse 2, FranceChair: Caroline Dupeyrat, University Toulouse 2, FranceOrganiser: Nathalie Huet, University Toulouse 2, FranceOrganiser: Caroline Dupeyrat, University Toulouse 2, FranceDiscussant: Susanne Narciss, University of Dresden, GermanySelf-regulation and students’ autonomous task in a web-based learning environmentJ. Reinaldo Martinez-Fernandez, Universidad Autonoma de Barcelona, SpainSamuel Rabanaque Agudo, Universidad Autonoma de Barcelona, SpainThis work analyses the relationship between self-regulation processes and the autonomous taskparticipation of undergraduates that studied a specific content course in psychology of attentionand perception. The aim of this study was to analyse the relationship between self-regulationprocesses and participation in autonomous task in a web-based learning environment. Theparticipants were 53 Psychology undergraduate beginners from the Universidad Autônoma deBarcelona (Spain). Teaching and learning processes were developed on a web-based learningenvironment. Afterwards, the students answered a set of on-line questionnaires in order to informus about their self-assessment of their self-regulatory activities and own participation level. Thesample was divided (into low and high self-regulation) based on their self-regulation processes anda function of the cluster analysis. The differences between these two classifications were inconstructivist conception of learning, intrinsic orientation, and metacognitive strategies use. Theresults show that there are significant differences in favour of the high level of self-regulation. Thedifferences were observed in interest, motivation, satisfaction, active performance and learningaccording to the undergraduates’ self-assessment. Other findings in relation to self-regulationprocesses showed that: 1) there are intermediate levels in each category about conceptions oflearning; 2) there is an intermediate level in the use of metacognitive strategies but the score inplanning subscales strategies is significantly higher than in the control-checking subscale; and 3)there is a high level in intrinsic orientation. Additionally, the cognitive variables in the selfregulationconstruct have significant relationships between each other, in particular theconstructivist conception of learning and metacognitive strategies. With regard to motivation, onlyself-efficacy explains differences in the students’ self-assessment of those who considerthemselves active in their learning processes.The frequency of use of ICT: Impact on motivation toward scienceRoy Normand, University of Montreal, CanadaRoch Chouinard, University of Montreal, CanadaJesus Vasquez Abad, University of Montreal, CanadaThe aim of this study is to examine the relation between the frequency of use of computer(different types of use) and motivational attitudes in science. ICT is omnipresent in the 21st– 34 –