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Conrad Borchers; Jeroen Ooge; Cindy Peng; Vincent Aleven – Grantee Submission, 2025
Personalized problem selection enhances student practice in tutoring systems. Prior research has focused on transparent problem selection that supports learner control but rarely engages learners in selecting practice materials. We explored how different levels of control (i.e., full AI control, shared control, and full learner control), combined…
Descriptors: Intelligent Tutoring Systems, Artificial Intelligence, Learner Controlled Instruction, Learning Analytics
Ji Qi; Barry Lee Reynolds; Xiaoke Bai – Reading in a Foreign Language, 2025
This extension study investigates the relationship between self-regulated learning (SRL) strategies and first language (L1) Chinese and second language (L2) English reading test performance among 190 primary six students in mainland China, building upon the findings by Tse et al. (2022). Confirmatory factor analysis confirmed the acceptable…
Descriptors: Foreign Countries, Elementary School Students, Independent Study, Reading Comprehension
Evans, Bradley P.; Shively, Chris T. – Journal of Inquiry and Action in Education, 2019
A large group of eighth-grade social studies students (N=101) received instruction and practice using the Cornell note-taking system and were assigned to one of three note-taking groups or one non-note-taking group. Students were asked to read an article about persuasion and use their assigned note-taking system to take notes at home. A…
Descriptors: Grade 8, Middle School Students, Notetaking, Study Skills
Amie Duncan; Abigail Evans; Aaron Vaughn; Leanne Tamm – Psychology in the Schools, 2025
Autistic students demonstrate poor academic performance which may be related to challenges in learning behaviors such as organization, planning, study skills, and so forth. Most studies report on summary scores; however, there may be value in understanding specific strengths and challenges to better inform assessment and intervention efforts. The…
Descriptors: Autism Spectrum Disorders, Students with Disabilities, Student Behavior, Middle School Students
Jiang, Ronghuan; Star, Jon R.; Hästö, Peter; Li, Lijia; Liu, Ru-de; Tuomela, Dimitri; Prieto, Nuria Joglar; Palkki, Riikka; Abánades, Miguel Á.; Pejlare, Johanna – International Journal of Science and Mathematics Education, 2023
This cross-national study examined students' evaluation of strategies for solving linear equations, as well as the extent to which their evaluation criteria were related to their use of strategies and/or aligned with experts' views about which strategy is the best. A total of 792 middle school and high school students from Sweden, Finland, and…
Descriptors: Foreign Countries, Comparative Education, Middle School Students, High School Students
Caroline Victorine Katemba – Acuity: Journal of English Language Pedagogy, Literature and Culture, 2025
This study investigates the effectiveness of individual versus group annotation procedures in improving reading comprehension among students learning English as a foreign language. The study aims to examine the effects of two annotation procedures, individual and group annotations, on students' reading comprehension and analyze their reactions to…
Descriptors: Reading Comprehension, Documentation, Cooperative Learning, Independent Study
He, Jingwen; Liu, Yue; Ran, Tong; Zhang, Danhui – European Journal of Psychology of Education, 2023
Feedback plays an important role in self-regulated learning. However, little is known about how students' feedback perception affects their self-regulation process in learning. This study adopted the social cognitive perspective to investigate how students' feedback perception is related to their self-regulated learning, along with the mediating…
Descriptors: Student Attitudes, Feedback (Response), Independent Study, Self Efficacy
Hariri, Hasan; Karwan, Dedy Hermanto; Haenilah, Een Yayah; Rini, Riswanti; Suparman, Ujang – European Journal of Educational Research, 2021
Despite being a popular research subject internationally, self-regulated learning is relatively under-investigated in the Indonesian context. This article examined student learning motivation and its use as an indicator to predict student learning strategies in an Indonesian school context. This article applied quantitative research design, with…
Descriptors: Foreign Countries, Learning Motivation, Learning Strategies, Predictor Variables
Van Deur, Penny – Educational Studies, 2021
Middle school teachers are being urged to involve students in inquiry learning to counter disengagement from learning common in this group. To do this, teachers need to develop students' self-directed learning (SDL) skills so they will be equipped to take responsibility for their learning. This study collected perspectives of four years 6 and 7…
Descriptors: Middle School Teachers, Teacher Attitudes, Independent Study, Learning Strategies
Kexin Qin; Ji Zhou; Yehui Wang – British Journal of Educational Psychology, 2024
Background: Learning is a self-regulated loop where learning strategies and achievements are interrelated. In reading, although some studies have explored the relationship between different learning strategies (memorization, elaboration and control) and reading achievement, little is known about how they interact over time. Even though the…
Descriptors: Learning Strategies, Reading Strategies, Grade 4, Grade 6
Diken, Emine Hatun – International Journal of Curriculum and Instruction, 2020
This study aims to scrutinise the cognitive and metacognitive strategies of the 6th-grade students while answering multiple-choice questions on "Human Body Systems" within the domain of their Biology course. In determining these strategies, the characteristics of multiple-choice questions (figures, graphs, explanations, etc.) were also…
Descriptors: Metacognition, Cognitive Processes, Human Body, Biology
Schweder, Sabine; Raufelder, Diana – Learning Environments Research, 2022
An increasing number of German schools have suspended teacher-directed learning (TL) in favor of self-directed learning (SL) modules. We used the broaden-and-build theory and self-determination theory as a theoretical framework to determine whether students in self-directed and teacher-directed learning environments differ in the interplay of…
Descriptors: Psychological Patterns, Foreign Countries, Educational Environment, Learning Strategies
Tejada Reyes, Venecia – Online Submission, 2019
Learning techniques or study strategies are different perspectives applied to learning in general. Apparently, they are critical to the success of students in school. There are varieties of learning techniques, which can focus on the process of organizing, taking and retaining new information, or passing exams.…
Descriptors: Independent Study, Learning Strategies, Study Habits, Second Language Learning
Cleary, Timothy J. – Journal of Applied School Psychology, 2021
The overall purpose of the current paper was to examine the social validity perceptions of middle school students and school personnel (i.e., school psychologist, counselors, assistant principal) regarding the importance of effects and appropriateness of an academic, self-regulated learning (SRL) intervention called the Self-Regulation Empowerment…
Descriptors: Middle School Students, Intervention, Program Effectiveness, Independent Study
Eve Kikas; Gintautas Silinskas; Eliis Härma – European Journal of Psychology of Education, 2024
The aim of this study was to examine which topic- and learning-related knowledge and motivational beliefs predict the use of specific deep-level learning strategies during an independent learning task. Participants included 335 Estonian fourth- and sixth-grade students who were asked to read about light processes and seasonal changes. The study…
Descriptors: Astronomy, Learning Strategies, Light, Vignettes