Eighty-two (N = 82) college students with little knowledge of the circulatory system were randomly assigned either to the control condition (SRL; self-regulated learning) or human tutoring (ERL; externally-regulated learning) condition. Learners in the SRL condition regulated their own learning, while learners in the ERL condition had access to a human tutor who facilitated their self-regulated learning. All learners were given 40 minutes to learn about the circulatory system. We collected several pretest and posttest learning measures and collected think-aloud protocols during learning. Generally, the learners in the ERL condition significantly outperformed the learners in SRL condition. In comparison to the SRL condition, results indicate that learners in the ERL condition deployed significantly more SRL processes related to planning, monitoring, and handling task difficulties. Each of the classes of SRL processes was predictive of learners' performance on different posttest measures.
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