Having students write learning protocols is an established follow-up task to course work that elicits processes of self-regulated learning. To date, a wealth of research has focused on optimizing the learning protocol task itself by integrating instructional support measures such as prompts. By contrast, research that focuses on optimizing the context in which learning protocol writing is embedded is widely missing. In the present study, we approached this gap by focusing on the role of the contextual factor goal structure. Specifically, in an experiment with N = 166 high school students we tested whether embedding the learning protocol task in a mastery goal structure would be more beneficial than embedding it in a performance goal structure. The mastery goal structure fostered metacognitive processes, learning outcomes, and learning efficiency. We conclude that considering contextual factors such as the goal structure is crucial for understanding and optimizing the effects of learning protocols.

让学生编写学习协议是课程工作中一项既定的后续任务，该任务会引发自我调节的学习过程。迄今为止，大量研究集中在通过集成诸如提示之类的指导性支持措施来优化学习协议任务本身。相比之下，专注于优化学习协议编写所嵌入的上下文的研究已经广泛缺失。在本研究中，我们通过关注上下文因素目标结构的作用来解决这一差距。具体来说，在使用N的实验中 ================================================================== N ================ = == = = = = = = =测试我们测试了166名高中生学生学习协议任务，将其嵌入绩效目标结构的好处是否多于掌握目标结构。精通目标结构促进了元认知过程，学习成果和学习效率。我们得出结论，考虑诸如目标结构之类的上下文因素对于理解和优化学习协议的效果至关重要。