This research presents the results of development and validation of the Cyclical Self-Regulated Learning (SRL) Simulation Model, a model of student cognitive and metacognitive experiences learning mathematics within an intelligent tutoring system (ITS). Patterned after Zimmerman and Moylan’s (2009) Cyclical SRL Model, the Simulation Model depicts a feedback cycle connecting forethought, performance and self-reflection, with emotion hypothesized as a key determinant of student learning. A mathematical model was developed in steps, using data collected from students during their sessions within the ITS, developing solutions using structural equation modeling, and using these coefficients to calibrate a System Dynamics (SD) Simulation model. Results provide validation of the Cyclical SRL Model, confirming the interplay of grit, emotion, and performance in the ITS. The Simulation Model enables mathematical simulations depicting a variety of student background types and intervention styles and supporting deeper future explorations of dimensions of student learning.

本研究展示了循环自我调节学习 (SRL) 模拟模型的开发和验证结果，该模型是在智能辅导系统 (ITS) 中学习数学的学生认知和元认知体验模型。仿照 Zimmerman 和 Moylan (2009) 的 Cyclical SRL 模型，模拟模型描述了一个连接预想、表现和自我反思的反馈循环，并假设情感是学生学习的关键决定因素。数学模型是逐步开发的，使用在 ITS 中从学生那里收集的数据，使用结构方程建模开发解决方案，并使用这些系数来校准系统动力学 (SD) 仿真模型。结果提供了对周期性 SRL 模型的验证，确认了勇气、情感、和在 ITS 中的表现。模拟模型能够进行数学模拟，描述各种学生背景类型和干预方式，并支持未来对学生学习维度的更深入探索。