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Abstract:
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The current study proposes an examination of the effects of metacognitive prompting on participants’ self -efficacy when completing a computer -based algebra lesson . Participants will be randomly assigned from the Educational Psychology subject pool . The experimental design contains 4 conditions : before prompts , during prompts , after prompts , or none (control ) . The data will be analyzed using a one -way ANCOVA with the metacognitive prompt condition as the between subjects factor , the post -test self -efficacy scores serving as the dependent variable , and pre -test self -efficacy scores acting as the covariate . |