How do students of different self-efficacy regulate learning in collaborative design activities? An epistemic network...

Area of Science:

• Educational Psychology
• Cognitive Science

Background:

• Student self-regulation skills and self-efficacy are critical for academic success and lifelong learning.
• Understanding the development of these skills is essential for educational interventions.

Purpose of the Study:

• To explore the characteristics and developmental trajectories of self-regulated learning (SRL) in university students.
• To investigate the relationship between self-efficacy levels and SRL development in a collaborative design course.

Main Methods:

• Sixty university students in a collaborative design course were categorized into high, mixed, and low self-efficacy groups.
• Epistemic network analysis (ENA) was used to analyze students' written reflections on their self-regulated learning processes.

Main Results:

• The high self-efficacy group exhibited more SRL behavioral characteristics in performance and self-reflection stages.
• This group showed earlier development of task interest and value recognition, utilizing more cognitive and metacognitive strategies.
• A distinct 'anticipation-behavior-reflection' loop characterized the self-regulation process in the high self-efficacy group.

Conclusions:

• Fostering high self-efficacy is crucial for enhancing students' self-regulated learning capabilities.
• The findings provide insights into strategies for improving SRL and inform future research directions in educational psychology.