This study examined 214 adolescents' use of self-regulated learning (SRL) behaviors when learning about the circulatory system using hypermedia for 40 minutes. We examined students' verbal protocols to determine the relationship between SRL behaviors and qualitative shifts in students' mental models from pretest to posttest. Results indicated that students who exhibited a qualitative shift in their mental models pre to posttest displayed differential use of six SRL behaviors. These SRL behaviors included metacognitive monitoring activities and learning strategies. Implications for the design of hypermedia learning environments are presented.
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