A study of self-regulated learning in a nuclear power plant setting

This exploratory study extended the prior research base from elementary, high school, college, and corporate training classrooms to the nuclear power plant classroom. The sample represented three classifications of operators: nonlicensed operator, reactor operator, and senior reactor operator which are defined by the Nuclear Regulatory Commission (NRC). Research was conducted during the requalification program, a form of continuing education, required by the NRC. Nonlicensed operators, reactor operators, and senior reactor operators spend approximately 20% of their time annually within an instructional setting, demonstrating their knowledge of systems, procedures, and operations of the nuclear plant.The specific purposes of the study were to examine the difference between the three operator classifications in self-regulation of learning and to examine the relationship between self-regulation of learning and test performance. Self-regulation of learning was measured by a 46-item questionnaire, which consisted of two instruments: Self-efficacy for Self-regulated Learning (SESRL) (24 items) (Gredler and Schwartz, 1996) and Inventory of Learning Styles (ILS) (22 items) (Vermunt, 1992). Test performance was measured by two examinations administered during the requalification program.One hundred and eight operators voluntarily participated in the study (36 subjects per classifications). Two hypotheses were tested. Analysis of variance (ANOVA) was calculated to compare the three means. The ANOVA indicated no significant differences between the three operator classifications. Partial correlations were conducted for two examinations to determine the relationship between self-regulation scores and test performance. A possible confounding variable was the subjects' years of experience in the requalification program, which was removed from the calculation. The partial correlations indicated no significant relationship between self-regulated learning and test performance.In addition to this study, the SESRL and ILS were administered to 582 operators to determine the factors measured by the 46-item questionnaire. A principal components analysis indicated the questionnaire measured five factors related to self-regulated learning. The factors were learning strategies, planning and organizational strategies, ability, external regulation strategies, and typical study strategies. The reliability of the instrument, measured by Cronbach's alpha coefficient, was.83. The 108 subjects in the study were compared on each of the five factors. No significant differences were found.