Online learning environments demand learners to self-regulate their learning but many learners are poor at self-regulated learning (SRL). In this paper, two studies were conducted to examine the effect of two SRL supports, i.e., guiding goal setting and planning using an approach known as mental contrasting and implementation intentions (MCII) and prompting SRL using videos, on motivation in the form of task value and self-efficacy, SRL in the form of persistence, task strategies, self-evaluation, and self-satisfaction, student engagement, performance, and goal attainment. In Study 1, a two (MCII, no MCII) by two (prompt, no prompt) between-subjects controlled experiment was conducted in an online video-based learning environment. Results showed that learners who completed the MCII had more sustained task value and higher persistence than learners who did not receive the MCII. Study 2 was conducted in five Massive Open Online Courses where we compared three conditions: MCII, goal only, and control. Results showed that there were no significant differences in SRL activities, course engagement and performance, and goal attainment among the three conditions. Collectively, the results suggest that the task duration in which learners’ goals can be attained (e.g., within one short session or over multiple weeks) might influence the effectiveness of MCII.

在线学习环境要求学习者自我调节学习，但许多学习者不擅长自我调节学习 (SRL)。在本文中，进行了两项研究以检查两种 SRL 支持的效果，即使用称为心理对比和实施意图 (MCII) 的方法指导目标设定和计划，并使用视频提示 SRL，以任务形式的动机价值和自我效能，SRL 形式的坚持、任务策略、自我评价和自我满足、学生参与、表现和目标实现。在研究 1 中，在基于在线视频的学习环境中进行了两个（MCII，无 MCII）乘两个（提示，无提示）被试间控制实验。结果表明，完成 MCII 的学习者比未接受 MCII 的学习者具有更高的持续任务价值和更高的坚持性。研究 2 在五个大规模开放在线课程中进行，我们比较了三个条件：MCII、仅目标和控制。结果表明，三种情况在 SRL 活动、课程参与和表现以及目标实现方面没有显着差异。总的来说，结果表明，可以实现学习者目标的任务持续时间（例如，在一个短期会议内或多个星期内）可能会影响 MCII 的有效性。课程参与度和表现，以及三个条件中的目标实现。总的来说，结果表明，可以实现学习者目标的任务持续时间（例如，在一个短期会议内或多个星期内）可能会影响 MCII 的有效性。课程参与度和表现，以及三个条件中的目标实现。总的来说，结果表明，可以实现学习者目标的任务持续时间（例如，在一个短期会议内或多个星期内）可能会影响 MCII 的有效性。