THE EFFECTS OF A SELF-MONITORING PROCESS ON COLLEGE-STUDENTS LEARNINGIN AN INTRODUCTORY STATISTICS COURSE

Sixty-nine graduate students enrolled in a statistics class participat ed in this study, which investigated the effects of self-monitoring on learning and attitudes toward learning. With protocols designed for t his study, subjects in a self-monitoring condition recorded frequency and intensity of their learning activities and rated self-efficacy of solving statistical problems. Subjects in an instructor-monitoring con dition evaluated the instruction provided in the class. Subjects in a control condition took the course without any research activity. Score s obtained from class examinations and attitude inventories were the d ependent variables. As predicted, the self-monitoring group performed better than did the instructor-monitoring and control groups. No attit ude difference was found. Implications for teaching graduate-level sta tistics are discussed, and future research on self-monitoring is sugge sted.