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Self-regulated learning as a complex dynamical system: Examining students' STEM learning in a simulation environment
Learning and Individual Differences ( IF 3.897 ) Pub Date : 2022-03-24 , DOI: 10.1016/j.lindif.2022.102144
Shan Li , Juan Zheng , Xudong Huang , Charles Xie

Self-regulated learning (SRL) is essentially a complex dynamical system (CDS). However, no effort has been made to study SRL from a CDS approach in the context of science learning. In this study, we adopted the ideas and analytical techniques of complexity science to analyze SRL. Specifically, 74 ninth-grade students were asked to undertake an engineering design task in a computer-simulated environment. We compared the differences in the complexity of the SRL process and the regularity of SRL behaviors between the high and low performers. We found that the SRL processes of the high performers were more complex than those of the low performers. In general, the low performers demonstrated a higher degree of repetition of SRL behaviors than the high performers. The low performers were also more likely to exhibit a behavior repeatedly than the high performers. This study extends the literature on the dynamics of SRL in both theoretical and methodological dimensions.



中文翻译:

自我调节学习作为一个复杂的动力系统:在模拟环境中检查学生的 STEM 学习

自我调节学习(SRL)本质上是一个复杂的动力系统(CDS)。然而,在科学学习的背景下,没有努力从 CDS 方法研究 SRL。在这项研究中,我们采用复杂性科学的思想和分析技术来分析 SRL。具体来说,74 名九年级学生被要求在计算机模拟环境中承担工程设计任务。我们比较了高绩效者和低绩效者在 SRL 过程复杂性和 SRL 行为规律性方面的差异。我们发现高绩效者的 SRL 过程比低绩效者的更复杂。一般来说,低绩效者比高绩效者表现出更高程度的 SRL 行为重复。与高绩效者相比,低绩效者也更有可能反复表现出某种行为。本研究在理论和方法方面扩展了有关 SRL 动力学的文献。

更新日期:2022-03-24
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