Two studies were conducted to examine the effect of prompting self‐regulation, an intervention designed to improve learning from technology‐delivered instruction. In Study 1, trainees who were prompted to self‐regulate gradually improved their declarative and procedural knowledge over time, relative to the other conditions, whereas test scores declined over time for trainees who were not prompted to self‐regulate. In Study 2, basic performance remained stable over time and strategic performance improved over time for trainees who were prompted to self‐regulate, relative to the other conditions, whereas performance declined over time for trainees who were not prompted to self‐regulate. Trainees’ cognitive ability moderated the effect of the prompts on basic performance and task‐specific self‐efficacy moderated the effect of the prompts on strategic performance. Prompting self‐regulation resulted in stronger performance gains over time for trainees with higher ability or higher self‐efficacy. These results demonstrate prompting self‐regulation improved performance over time, relative to the other conditions, in both online, work‐related training and laboratory settings. The results are consistent with theory suggesting self‐regulation is a dynamic process that has a gradual effect on performance and highlight the importance of using a within‐subjects design in self‐regulation research.
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Sitzmann et al. (2009) studied this question.