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self-regulated learning

3 篇文章

Photorealistic editorial photograph of learners navigating an open-ended science environment as information seeking, construction, and assessment actions connect

会议论文2021

Log-trace networks compared self-regulation among higher- and lower-performing learners

Luc Paquette, Theodore Grant, Yingbin Zhang, Gautam Biswas, Ryan Baker

2nd International Conference on Quantitative Ethnography (ICQE 2020)

How self-regulated learning actions co-occur within and across phases of open-ended problem solving. The group networks provided an overall view of how action types combined, revealing self-regulatory organization that isolated event frequencies would not show. Performance-group differences in observational trace data do not demonstrate that a particular action connection caused achievement or that every logged click represents the intended cognitive process.

经审核的文章摘要目前以英文提供。

self-regulated learningBetty's Brainlog traces

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University learners use contrasting writing strategies while a researcher examines adaptive feedback networks

会议论文2023

会议论文 05

Learners valued adaptive scaffolds when suggestions fit their writing strategy

Tongguang Li, Jionghao Lin, Sehrish Iqbal, Zachari Swiecki, Yi-Shan Tsai, Yizhou Fan, Dragan Gašević

5th International Conference on Quantitative Ethnography (ICQE 2023)

ENA linked university learners' reported writing strategies with whether they perceived automated scaffolds as adaptive. Reading first and then writing connected most strongly with perceived adaptivity and higher performance, but the small interview sample supports association rather than causation.

经审核的文章摘要目前以英文提供。

adaptive scaffoldingself-regulated learningacademic writing

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Photorealistic editorial photograph of collaborative design students reflecting as anticipation, action, and reflection form different network loops

期刊论文2024

期刊论文 14

ENA traced different self-regulation configurations across design students' self-efficacy groups

Peng Chen, Dong Yang, Jari Lavonen, Ahmed Hosny Saleh Metwally, Xin Tang

Frontiers in Psychology

How self-regulated learning characteristics and trajectories differed among university design students grouped by initial self-efficacy. The high-self-efficacy group showed more performance and self-reflection characteristics, earlier interest and task-value recognition, later cognitive and metacognitive strategy use, and an anticipation–behaviour–reflection loop. Grouping students on an initial measure and analyzing course reflections supports relational association and temporal description, not proof that self-efficacy caused the observed regulatory configuration.

经审核的文章摘要目前以英文提供。

self-efficacyself-regulated learningcollaborative design

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