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Does concept-mapping strategy work for everyone? The levels of generativity and learners' self-regulated learning skills

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Abstract

The purpose of this study was to examine the effect of concept-mapping strategies with three different generativity levels (expert-generated concept map, partially learner-generated concept map, fully learner-generated concept map) on knowledge acquisition. Interaction between learners' self-regulated learning (SRL) skills and different levels of generativity was also tested. One hundred twenty-four undergraduate students, randomly assigned to three different concept-mapping groups, were differentiated by high and low levels of SRL skills. The findings suggest that the participants in the fully learner-generated map group significantly outperformed the participants in the expert-generated map group, and participants with high SRL skills significantly outperformed those with low SRL skills across all treatment levels.
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Document Type: Research Article

Affiliations: 1: Learning and Performance Systems Department of Pennsylvania State University 2: Instructional Systems Program at the Pennsylvania State University

Publication date: 01 July 2009

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