Abstract It is vital to develop an understanding of students' self-regulatory processes in the domains of STEM (Science, Technology, Engineering, and Mathematics) for the quality delivery of STEM education. However, most studies have followed a variable-centered approach, leaving open the question of how specific SRL (Self-regulated Learning) behaviors group within individual learners. Furthermore, little is known about how students' SRL profiles unfold over time in STEM education, specifically in the context of engineering design. In this study, we examined the change of students’ SRL profiles over time as 108 middle school students designed green buildings in a simulation-based computer-aided design (CAD) environment. We identified three distinct SRL profiles using a longitudinal clustering approach: reflective-oriented, adaptive, and minimally self-regulated learners. In addition, we found that students with different profile memberships differed significantly in their design performance. Specifically, adaptive self-regulated learners outperformed minimally self-regulated learners on design completeness, whereas reflective-oriented self-regulated learners demonstrated higher design efficiency than minimally self-regulated learners. This study provides researchers with both theoretical and methodological insights concerning SRL dynamics. Findings from this research also inform practitioners about the design of adaptive interventions.

中文翻译：

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工程设计中学生自主学习行为的纵向聚类

摘要 了解学生在 STEM（科学、技术、工程和数学）领域的自我调节过程对于 STEM 教育的质量交付至关重要。然而，大多数研究都遵循以变量为中心的方法，留下了具体的 SRL（自我调节学习）行为如何在个体学习者中分组的问题。此外，对于学生的 SRL 档案如何在 STEM 教育中随时间展开的情况知之甚少，特别是在工程设计的背景下。在这项研究中，我们检查了随着 108 名中学生在基于模拟的计算机辅助设计 (CAD) 环境中设计绿色建筑的学生 SRL 概况随时间的变化。我们使用纵向聚类方法确定了三个不同的 SRL 配置文件：反射导向、自适应、和最低限度的自我调节学习者。此外，我们发现具有不同档案成员资格的学生在设计表现上存在显着差异。具体而言，适应性自我调节学习者在设计完整性方面的表现优于最低限度自我调节学习者，而反思型自我调节学习者表现出比最低限度自我调节学习者更高的设计效率。这项研究为研究人员提供了关于 SRL 动力学的理论和方法论见解。这项研究的结果还为从业者提供了有关适应性干预设计的信息。适应性自我调节学习者在设计完整性方面的表现优于最低限度自我调节学习者，而反思型自我调节学习者比最低限度自我调节学习者表现出更高的设计效率。这项研究为研究人员提供了关于 SRL 动力学的理论和方法论见解。这项研究的结果还为从业者提供了有关适应性干预设计的信息。适应性自我调节学习者在设计完整性方面的表现优于最低限度自我调节学习者，而反思型自我调节学习者比最低限度自我调节学习者表现出更高的设计效率。这项研究为研究人员提供了关于 SRL 动力学的理论和方法论见解。这项研究的结果还为从业者提供了有关适应性干预设计的信息。