By activating self-regulation processes, prompts affect strategy use and learning outcomes. This study investigates the effects of cognitive and metacognitive prompts on strategy use and learning outcomes. Since enactive self-regulation processes represent the basis for self-efficacy judgements, we also investigated the effects of cognitive and metacognitive prompts on the development of learners’ self-efficacy. Alternatively, based on the concept of aptitude-treatment interactions, it is proposed that learners’ self-efficacy moderates the effects of prompts on learners’ self-reported online strategy use and their learning outcomes. While learning with hypermedia, N = 70 students either received cognitive and metacognitive prompts or learned without prompts. Self-efficacy was measured before, during, and directly after learning. Learning outcomes were assessed after learning. Strategy use was assessed via self-report and the quality of learning strategies in learners’ notes. Prompting had no effect on self-reported cognitive and metacognitive online strategy use, the quality of learning strategies, and learning outcomes but increased learners’ self-efficacy within the experimental group. Following the theoretical argumentation of aptitude-treatment interactions, moderation analyses indicated that the effect of prompts on learning outcomes was dependent on learners’ self-efficacy during learning. Thus, learners perceived self-efficacy during learning influenced the effectiveness of the prompts. Further research should investigate the interrelations between cognitive, metacognitive, and motivational factors to better understand how self-regulation can effectively be fostered in hypermedia environments.

中文翻译：

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提示与自我效能的双刃互动

通过激活自我调节过程，提示会影响策略的使用和学习成果。这项研究调查了认知和元认知提示对策略使用和学习成果的影响。由于积极的自我调节过程是自我效能感判断的基础，因此我们还研究了认知和元认知提示对学习者自我效能感发展的影响。或者，基于能力倾向互动的概念，建议学习者的自我效能调节提示对学习者自我报告的在线策略使用及其学习结果的影响。在使用超媒体学习时，N= 70名学生或者接受了认知和元认知的提示，或者没有提示就学习了。在学习之前，之中和之后直接测量自我效能。学习后评估学习成果。通过自我报告和学习笔记中学习策略的质量来评估策略的使用。提示对自我报告的认知和元认知在线策略的使用，学习策略的质量以及学习成果没有影响，但会增加实验组中学习者的自我效能。根据对适应性-治疗相互作用的理论论证，适度分析表明提示对学习成果的影响取决于学习者在学习过程中的自我效能。因此，学习者在学习过程中感觉到的自我效能感会影响提示的有效性。