This document describes experimental research conducted with the objective of better understanding adults' self-regulatory
decision-making (e.g., study choice) process in reading for comprehension. The primary objective of this study was to investigate the
extent to which individuals' self-regulatory process may be influenced by ease-of-processing. On an exploratory basis, this study also
investigated the extent to which metacognitive self-assessments of learning and self-efficacy beliefs in reading may potentially interact
with ease-of-processing as a predictor of study choice. In the context of reading comprehension, ease-of-processing refers to the relative
ease or difficulty of processing information. Metacognitive self-assessments of learning in this context refer to personal judgments of
self-perceived learning (e.g., judgments of learning) in a reading task. Self-efficacy beliefs in reading refer to personal beliefs about
one's own self-perceived competence or skill as a reader. This research builds on a pilot study which found evidence to support the
possibility that when reading an essay designed to be difficult to read, participants' pre-existing self-efficacy beliefs in reading may
influence participants' subsequent study choices. The current research sought to extend these findings by more thoroughly examining the
role of ease-of-processing in participants' self-regulatory decision-making process while engaged in reading for comprehension. On an
exploratory basis, judgments of learning and self-efficacy beliefs in reading were also examined regarding the extent to which these
variables may moderate the relationship, if any, between ease-of-processing and self-regulation choice (i.e., study choice). As it
happens, neither judgments of learning nor self-efficacy beliefs in reading served as significant moderators of this
relationship. / A Dissertation submitted to the Department of Educational Psychology and Learning Systems in partial
fulfillment of the requirements for the degree of Doctor of Philosophy. / Spring Semester 2016. / March 28, 2016. / Metacognition, Reading Comprehension, Self-Regulated Learning / Includes bibliographical references. / Jeannine Turner, Professor Directing Dissertation; Colleen Kelley, University Representative;
Alysia Roehrig, Committee Member; Beth Phillips, Committee Member.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_360325 |
| Contributors | Bray, Jeffrey (authoraut), Turner, Jeannine E. (Jeannine Ellen) (professor directing dissertation), Kelley, Colleen M. (university representative), Roehrig, Alysia D. (committee member), Phillips, Beth M. (committee member), Florida State University (degree granting institution), College of Education (degree granting college), Department of Educational Psychology and Learning Systems (degree granting department) |
| Publisher | Florida State University, Florida State University |
| Source Sets | Florida State University |
| Language | English, English |
| Detected Language | English |
| Type | Text, text |
| Format | 1 online resource (106 pages), computer, application/pdf |
| Rights | This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s). The copyright in theses and dissertations completed at Florida State University is held by the students who author them. |
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