Effects of self-regulated learning on cognitive engagement and learning achievement in online discussions

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作者信息关键词期刊信息基础信息归属信息摘要

成果类型：

期刊论文

作者：

Liu, Zhi;Gao, Ya;Zhang, Ning;Long, Taotao;Liu, Sannyuya;...

通讯作者：

Peng, X

作者机构：

[Gao, Ya; Liu, Sannyuya; Liu, Zhi] Cent China Normal Univ, Natl Engn Res Ctr Educ Big Data, Wuhan, Peoples R China.

[Zhang, Ning] Zhejiang Univ, Coll Educ, Hangzhou, Peoples R China.

[Long, Taotao] Cent China Normal Univ, Fac Artificial Intelligence Educ, Sch Educ Informat Technol, Wuhan, Peoples R China.

[Liu, Sannyuya; Liu, Zhi] Cent China Normal Univ, Natl Engn Res Ctr Elearning, Wuhan, Peoples R China.

[Peng, X; Peng, Xian] Natl Engn Res Ctr Educ Big Data, 152 Luoyu Rd, Wuhan 430079, Hubei, Peoples R China.

通讯机构：

[Peng, X ] N

Natl Engn Res Ctr Educ Big Data, 152 Luoyu Rd, Wuhan 430079, Hubei, Peoples R China.

语种：

英文

关键词：

Self-regulated learning;Cognitive engagement;Learning achievement;Moderating effects

期刊：

Current Psychology

ISSN：

1046-1310

年：

2024

页码：

1-16

DOI：

10.1007/s12144-024-06445-z

基金类别：

National Key R&D Program of China (Grant No. 2022ZD0117101), the National Natural Science Foundation of China (Grant Nos. 62377016, 62077017, 62307017, 61977030, 61937001), Hubei Provincial Natural Science Foundation of China (2023AFA020), the 2024 “AI+Examination and Evaluation” Special Teaching Reform Project of Central China Normal University (Grant No. CCNU24JG10), and the Fundamental Research Funds for the Central Universities (Grant No. CCNU24AI015).

机构署名：

本校为第一机构

院系归属：

教育信息技术学院

国家数字化学习工程技术研究中心

摘要：

Online discussions, as a critical interaction tool, have become increasingly popular among instructors and students who can share learning experience and psychological feelings by the means of discourse interactions. Self-regulated learning (SRL) and cognitive engagement are key elements of online learning, which are essential to helping students achieve high learning achievement. However, the relationship between these two elements and their impact on learning achievement are still unclear, which may hinder our understanding of student cogniti...

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Effects of self-regulated learning on cognitive engagement and learning achievement in online discussions

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