A three-tiered conceptual-controlling-operational structure is fully valid for MSLQ variables but only partially for ILS variables¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r1–r2 · q3
Currency · newest study 2008 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? For the MSLQ model, relations between conceptions and cognitive strategy use were entirely mediated by self-regulation (Δχ² nonsignificant). → Loyens 2008 q3 i? For the ILS model, relations between conceptions and processing strategies were only partially mediated by regulation strategies (Δχ² significant). → Loyens 2008 (2)

Evidence¶

Loyens 2008¶

Loyens, S. M. M., Rikers, R. M. J. P., & Schmidt, H. G. (2008). Relationships between students' conceptions of constructivist learning and their regulation and processing strategies. Instructional Science. https://doi.org/10.1007/s11251-008-9065-6

q3 · i? · associational · r2

Δχ² test comparing the MSLQ model with a saturated alternative adding direct paths (Δχ² (df = 4) = 6.40, N = 98); the nonsignificant result supports complete mediation of conceptions' influence by MSLQ self-regulation.

"This result is nonsignificant at the .05 level, indicating that direct relations between conceptions and cognitive strategy use did not lead to a better explanation of the data."

Loyens 2008 (2)¶

Loyens, S. M. M., Rikers, R. M. J. P., & Schmidt, H. G. (2008). Relationships between students' conceptions of constructivist learning and their regulation and processing strategies. Instructional Science. https://doi.org/10.1007/s11251-008-9065-6

q3 · i? · associational · r1

Δχ² test comparing the ILS model with a saturated alternative adding direct paths from conceptions to processing variables (N = 98); the significant result supports retention of direct paths, i.e. only partial mediation by ILS regulation strategies.

"The value of Dv2 (df = 12) = 22.58, was significant at the .05 level, assuming partial mediation."

Discussion¶

Related Claims¶

• Structural relations exist between students' conceptions of constructivist learning and their regulation and processing strategies — a broader claim this one bears on
• Conceptions of motivation to learn relate positively to self-regulation and external regulation and negatively to lack of regulation — related
• Structural relations exist between students' conceptions of constructivist learning and their regulation and processing strategies — related
• Conceptions of self-regulated learning had small, non-significant relationships with actual reported self-regulation activities — related