Self-Regulated Learning of Performance Analysis as a Complex Cognitive Skill: Contributions of an Electronic Performance Support System (EPSS)

Abstract

Twelve students divided into three groups used an electronic performance support system (EPSS) to conduct performance analyses in three professional organizations. The EPSS, designed to support the complex cognitive skills required for analysis of performance problems in these organizations, was employed as an instructional intervention in a graduate level performance analysis course. Students' self-efficacy scores measured before and after the analyses were conducted indicated that their self-efficacy increased. Qualitative and quantitative analysis of students' evaluation of the EPSS demonstrated that it was a valuable tool for instructing performance analysis and supporting self-regulatory behaviors.