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202369 https://hdl.handle.net/2286/R.2.N.202369 http://rightsstatements.org/vocab/InC/1.0/ All Rights Reserved 2025 2027-08-01T17:25:25 129 pages Doctoral Dissertation Academic theses en Zhang, Shasha Craig, Scotty SC Roscoe, Rod RR Lum, Heather HL Arizona State University Partial requirement for: Ph.D., Arizona State University, 2025 Field of study: Human Systems Engineering The study investigated the impact of integrating self-regulated learning (SRL) guidance into an e-textbook on reading behaviors, learning outcomes, reading motivation, and cognitive load among college students and general readers. The guidance was developed using Zimmerman’s SRL framework, which encompasses three cyclical phases of forethought, performance, and self-reflection. Study 1, which included 52 college students, revealed that the SRL group spent significantly more time reading and read significantly more e-textbook pages than the control group. While the impacts on learning outcome and reading motivation did not reach statistical significance, the SRL group achieved a higher average score on the post-intervention knowledge test and reported a stronger motivational belief, reading as part of the self, with medium effect sizes observed for both outcomes. No significant group difference was found in cognitive load. This indicated that the SRL guidance increased reading engagement and had the potential to enhance learning and motivation without imposing additional mental load on college students. Study 2 with 90 general readers mirrored these trends. The results revealed certain beneficial influences of the SRL guidance on their reading time, knowledge posttest scores, and motivational beliefs, though the effects did not reach statistical significance. Collectively, the findings highlighted the potential of the e-textbook with integrated SRL guidance to foster individuals’ reading engagement, learning and motivation for reading. Computer Science Educational Psychology Cognitive Psychology cognitive load college e-textbook learning outcome reading behaviors Reading Motivation Self-regulated Learning The Effects of Self-Regulated Learning Guidance in an e-Textbook