Digitally-delivered self-regulated learning interventions continue to show promise as efficient, scalable methods for enhancing tertiary students’ ability to succeed in STEM courses. However, the promise of these interventions depends upon students’ willingness to engage with them and then deploy the lessons learned. Such dependencies suggest students with differing motivational profiles may respond differently to these interventions. To explore these ideas, we assessed students’ achievement goals, expectancies, and task value perceptions; applied latent profile analyses to those data to identify a parsimonious set of motivation profile subgroups; and then randomly assigned students within each subgroup to a self-regulated learning intervention or control activities focused on course content. Five latent profile subgroups emerged: (1) learners who, compared to their peers, had predominantly high mastery orientations (i.e., mastery-focused learners), (2) learners who had comparatively maladaptive goals, values, expectations, and costs (i.e., maladaptively motivated learners), (3) learners who had comparatively low but overall adaptive motivations (i.e., typically-motivated learners), (4) learners who were comparatively high on all goal orientations and costs (i.e., goal-oriented, cost conscious learners), and (5) learners who were comparatively high on all goal orientations (i.e., positively-motivated learners). The intervention positively affected achievement for those participants who were focused on skill completion or mastery (i.e., mastery-focused learners), with no statistically detectable effects for other participants. Digital trace data revealed how the intervention did and did not affect participants’ learning behaviors. These findings support further research into how motivations affect uptake of digital self-regulated learning interventions, and how to personalize the latter to the former.
Drawing on PISA 2018 data from 12,058 students in China (Beijing, Shanghai, Jiangsu, and Zhejiang; B-S-J-Z), this study examined how metacognitive strategy knowledge, reading motivation, and perceived classroom environments are configured within adolescents’ reading systems. Guided by a self-regulated reading perspective, we combined regularized partial correlation network analysis, Latent Profile Analysis (LPA), and the Network Comparison Test (NCT) to identify central cognitive-affective nodes, classify reader profiles, and compare classroom-related association patterns across profiles. Reading enjoyment occupied the most central position in the cognitive-affective network, whereas the three strategy knowledge indicators formed a closely connected cognitive cluster. LPA identified four profiles: under-resourced readers, strategic but limited-motivation readers, strategically engaged readers, and motivated but strategy-limited readers. Reading literacy followed a consistent profile gradient, with strategically engaged readers scoring highest and under-resourced readers scoring lowest. The motivated but strategy-limited profile scored substantially higher than the under-resourced profile, suggesting that motivational resources remain educationally meaningful even when reported strategy knowledge is weaker. In the extended network, teacher enthusiasm, disciplinary climate, and reading enjoyment formed a connected classroom-affective pattern; significant network differences appeared only between under-resourced and strategically engaged readers. These findings suggest that reading literacy in high-performing contexts is better understood through configurations of strategy knowledge, motivation, and classroom associations than through isolated predictors.
Adolescence represents an important developmental phase for self-regulated learning (SRL), marked by uneven growth in metacognitive knowledge, awareness, and regulatory skills. Research on supporting adolescents’ emerging SRL is particularly relevant in online learning environments (OLEs), where autonomous regulation is essential, but remains limited. This quasi-experimental field study examined immediate effects of a brief digital SRL training on secondary school students’ metacognitive awareness, learning outcomes, and regulatory processes during an online essay-writing task. The experimental group (EG; n = 37) received SRL training before the task, while a control group (CG; n = 32) received comparable training on ergonomics. Results showed significantly higher metacognitive awareness in the EG, but no effects on essay performance, domain-knowledge gains, or learning transfer. Process analyses revealed that the EG spent more time on task orientation, and prior domain knowledge (PK) moderated training effects on cognitive processes; in the EG, rereading and writing frequencies decreased with increasing PK, whereas they showed slight increases in the CG. Within-group associations showed more consistent positive links between PK and learning outcomes in the EG. Sequence analyses further suggested that successful EG students with different PK levels followed partly distinct regulatory pathways: high-PK students displayed metacognitive process sequences, whereas low-PK students relied more on planning-intensive mixed sequences. Overall, findings suggest that a brief SRL training can foster metacognitive awareness and selected regulatory behaviors, while highlighting the need for adaptive and temporally sensitive SRL support for adolescent learners. The study demonstrates the value of multi-method, process-oriented perspectives for informing future SRL intervention designs.
Given the abundance and diversity of information available online, individuals must monitor and control operations on their memories about the various information sources they encounter. The current study examined whether Intellectual Humility (IH) plays a role in these processes. IH’s multiple dimensions reflect an individual’s willingness to accept that memory can be limited and fallible; respect for others’ perspectives; openness to revising one’s understandings, and less perceptions of threats to one’s ego when facing new, possibly conflicting perspectives (Krumrei-Mancuso Rouse, 2016). One-hundred and seventy-six undergraduates made item-by-item judgments during reading reflecting the extent to which they would remember source information (authors’ occupations, publication venues) associated with a series of claims from different perspectives. Ratings were then related to performance on a memory test for the same information sources, which was completed after reading. Students also self-reported how much they endorsed IH. After controlling for prior topic attitudes and interest, the results indicated greater IH predicted more accurate source memory performance, better absolute and relative monitoring accuracy, and less problematic overconfidence in memories for online information sources. Future examinations of IH-related affordances for Internet reading are discussed.
This study proposes metanoticing as a concept that reframes teacher cognition. Teacher noticing has generally been examined through the processes of attending, interpreting, and deciding. However, how teachers monitor, evaluate, and regulate their own noticing processes has not been sufficiently addressed in the literature. Drawing on metacognitive theory, this study suggests that noticing itself can become the object of metacognitive regulation. Within this framework, metanoticing is conceptualized as the process by which the teacher becomes aware of and regulates their own noticing. Integrating key literature from both domains (metacognition and noticing), we argue that teacher noticing can fundamentally become the object of metacognition. By framing metanoticing as a core dimension of professional expertise, we provide a theoretical architecture that explains how noticing processes are actively monitored, evaluated, and regulated. We articulate how metacognitive functions operate within the core phases of noticing and discuss their implications for teacher learning, professional development, and future research. Metanoticing, we contend, provides a promising lens for investigating the development of teacher expertise and designing teacher education programs that promote reflective instructional practice.
