Developing Self-Regulation by Using Reflective Support in a Video-Digital Microteaching Environment

Table 2

Mean scores, standard deviations, and Cohen's d scores for SRL (metacognition and motivation) by experimental group.

		Support for SRL
		Reflective support (RS); 𝑛=47		No support (NS); 𝑛=50
		M	SD	M	SD	F(1,95)	d
Metacognition	Planning	2.50	.50	1.47	.69	71.44^***	1.51
	Information management	2.53	.40	1.84	.76	30.17^***	0.90
	Monitoring	2.36	.44	1.44	.83	44.93^***	1.10
	Debugging	2.37	.77	1.66	.86	18.24^***	0.83
	Evaluating	2.46	.62	.81	.68	152.88^***	2.41
Motivation	Interest and value	2.77	.48	1.56	.97	35.23^***	1.24
	Self-efficacy	2.65	.50	1.82	.94	16.65^***	0.89
	Teaching anxiety	2.50	.44	1.65	.86	17.51^***	0.99

^∗∗∗𝑃<.0001.
Note 1: component scores range from 0 to 3.
Note 2: high score in the teaching anxiety variable represents an absence of anxiety.
Note 3: 𝑑 was calculated as the ratio between the difference between the two groups and the average standard deviation of the NS group.