Profiling self-regulation behaviors in STEM learning of engineering design
Bibliographic Data
| ID | 21538383 |
|---|---|
| Authors | Juan Zheng (0000-0002-4896-8198, McGill University), Wanli Xing (0000-0001-9491-7204, University of Florida, corresponding author), Gaoxia Zhu (0000-0003-4589-0775, University of Toronto), Guanhua Chen (0000-0001-5015-0902, The Concord Consortium), Henglv Zhao (University of Toronto), Charles Xie (0000-0002-1178-8361, The Concord Consortium) |
| Year | 2020 |
| Volume | 143 |
| Pages | 103669 |
| Publication date | 2020-01-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Computers & Education (JOURNAL) |
| Journal identifiers | ISSN: 0360-1315 • E-ISSN: 1873-782X |
| Publisher | Elsevier BV (PUBLISHER) |
| DOI | 10.1016/j.compedu.2019.103669 |
| OpenAlex | W2969440926 |
| Language | EN |
| Citations received | 25 |
| References cited | 40 |
Cognition · Engineering education · Engineering management · Knowledge management · Mathematics education · Metacognition · Self-regulated learning · Computer Science · E-Learning and Knowledge Management · Engineering · Innovative Teaching and Learning Methods · Online Learning and Analytics · Psychology
Modelos predictivos basados en uso de analíticas de aprendizaje en educación superior
Promoting Self-Regulation Progress and Knowledge Construction in Blended Learning via ChatGPT-Based Learning Aid
Exploring the integration of generative design in STEM classrooms
Mengelola Kecerdasan Emosional dalam Pembelajaran Matematika
Using Educational Data Mining Techniques to Identify Profiles in Self-Regulated Learning
Profiles of learners based on their cognitive and metacognitive learning strategy use
Integrating circular economy into STEM education
Intense, turbulent, or wallowing in the mire
An engagement and motivation model for online learning technologies
The role of self-regulated learning on science and design knowledge gains in engineering projects
Strategies for enhancing self-regulation in e-learning
Examining the relation between students’ active engagement in shared metacognitive regulation and individual learner characteristics
Self-regulation and emotion matter
Examining temporal dynamics of self-regulated learning behaviors in STEM learning
Identifying regulation profiles during computer-supported collaborative learning and examining their relation with students' performance, motivation, and self-efficacy for learning
Longitudinal clustering of students’ self-regulated learning behaviors in engineering design
Effects of integrating self-regulation scaffolding supported by chatbot and online collaborative reflection on students’ learning in an artificial intelligence course
Unfolding self‐regulated learning profiles of students
Dynamic Evolution of Self‐Regulated Learning Profiles in Blended Learning
Promoting Interdisciplinary Learning With Generative AI Through Self‐Regulated Scaffolding
Identifying university students’ online self-regulated learning profiles
Why most definitions of modeling competence in science education fall short
Metacognitive illusion or self-regulated learning? Assessing engineering students’ learning strategies against the backdrop of recent advances in cognitive science
Enhancing students' learning outcomes in self‐regulated virtual reality learning environment with learning aid mechanisms
Investigating the effects of 4C teaching model on creativity and student learning in robotics education
Handbook of Self-Regulation of Learning and Performance
Engineering Design Thinking, Teaching, and Learning
Reducing the Dimensionality of Data with Neural Networks
Self-Regulated Learning and Academic Achievement
Self-Regulation, Coregulation, and Socially Shared Regulation
From Cognitive Modeling to Self-Regulation
The Relation Between Self-Regulated Learning and Academic Achievement Across Childhood and Adolescence
An Examination of Procedures for Determining the Number of Clusters in a Data Set
Profiles in self-regulated learning in the online learning environment
Attaining Self-Regulation
Reliability and Predictive Validity of the Motivated Strategies for Learning Questionnaire (Mslq)
Investigating Self-Regulation and Motivation
Becoming a Self-Regulated Learner
A meta-analysis of self-regulated learning in work-related training and educational attainment
A latent profile analysis of university students' self-regulated learning strategies
| Unique citing works | 25 |
|---|---|
| Citations per year | 4.17 |
| Citation span | 2020 - 2026 (7) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 24 |