Hadwin, A. F. (2021). Commentary and future directions: What can multi-modal data reveal about temporal and adaptive processes in self-regulated learning? Learning and Instruction, , 101287. https://doi.org/10.1016/j.learninstruc.2019.101287.
Congratulations to Jiexing Hu who successfully defended her MA thesis in December, 2020
Thesis Title: How Does the Quality of Planning Contribute to Group Performance and Challenge Perceptions under Three Computer-Supported Collaborative Learning (CSCL) Conditions
Students often struggle with collaboration. Successful collaboration requires planning which is often neglected by individuals and groups. Research about whether technological interventions impact online collaborative processes and how these interventions take effect is limited. During the COVID-19 pandemic research about how to support effective online collaborative learning has never been as important for guiding best practices in post-secondary learning contexts. The aim of this qualitative case study was to explore how the quality of planning discussions contribute to group performance and planning challenge perceptions, under the three different planning support conditions. Specifically, the study compared the planning interactions among groups who (a) reported different planning challenge experiences, (b) received different kinds of planning support, and (c) achieved different learning outcomes (group performance). Participants were drawn from 180 undergraduate students enrolled in a first-year course in a university in Canada. Students used an online chat tool to complete a collaborative task and reflect on the process. Extreme case sampling was used to identify groups who perceived planning as problematic (6 groups) and groups who did not (6 groups). Chat transcripts were analyzed for quality and characteristics of groups’ planning discussions. Findings indicate (a) planning was largely neglected by groups, (b) the overall quality of groups’ planning discussions were not calibrated with groups’ perceptions of planning challenges encountered by the group, (c) groups who received the planning support in the form of nominal visualizations engaged in more powerful planning processes during collaboration, and (d) group performance on the task differed between groups who perceived planning problematic and groups who did not. This study contributes to the field by recognizing the deficiency of groups’ planning process in collaboration and providing evidence of the effectiveness of a planning support tool. Recommendations for incorporating collaboration into online learning and instruction during COVID-19 are presented in the conclusion.
Congratulations to Meng Qi (Annie) Wu on successfully defending her MA thesis in January, 2021
Title: Culture and Self-regulated learning: Exploring cultural influences on Chinese international and Canadian domestic undergraduate students’ engagement in self-regulated learning.
ABSTRACT: Culture, as an advanced form of social life, is internalized within each individual as an essential component of learning, socializing, and developing (Baumeister, 2011; Greenfield et al., 2003). Self-regulated learning (SRL), as demonstrated in the literature, is essential for students’ academic success, where self-regulated learners strategically and metacognitively plan, monitor, and adapt their learning processes to achieve their goals in learning (Winne & Hadwin, 1998; Winne, 1995; Zimmerman, 2002). Because SRL theories significantly emphasize the importance of social contexts, culture is likely to influence how individuals develop and gain SRL competency. Nevertheless, there is a paucity of cross-cultural studies of SRL research; thus, this study aimed to examine and compare Chinese international and Canadian domestic students’ self-reported engagement in SRL processes and their academic performance. To achieve this purpose, we adopted an emic approach by evaluating Winne and Hadwin’s (1998) model of SRL and systematically comparing it with Chinese conceptualization of learning (e.g., Confucianism). Then, we used an advanced statistical method to investigate the measurement invariance of the Regulation of Learning Questionnaire (RLQ) designed to capture SRL as dynamic processes unfolding over time for Chinese and Canadian groups. Our findings supported configural and metric invariances across Chinese and Canadian cultural groups. Based on the evidence of partial scalar invariance, we also identified single items that contributed to scalar non-invariance. This study demonstrated the significance of examining the measurement invariance across cultures, which warrants comparability in cross-cultural comparisons, and contributed greatly to the current literature on the relation between culture and SRL.
Congratulations to Dr. Sarah Davis on the very successful defense of her Doctoral Dissertation in December 2020
Title: Optimizing Mental Health for Student Success at University: A Case for Self-Regulated Learning.
Abstract: Mental health is one of the biggest issues facing governments around the globe (Keyes, 2013). Mental health is a state of well-being wherein individuals realize their potential, cope with normal life stressors, work productively, and contribute to society (World Health Organization, 2014). Findings from the American College Health Assessment survey reveal the vast majority of postsecondary students in Canada and the United States report (a) feeling inundated and exhausted by their academic work, and (b) experiencing levels of stress and anxiety compromising physical and mental health, academic learning, and personal success (ACHA, 2019). Self-regulated learning (SRL) is a key component of student success at university, however despite the large body of research establishing the role of SRL in student success at university, there is a paucity of research on mental health and SRL at university. To date mental health and SRL have been underexamined as dynamic processes that develop over time as highly situated, metacognitive processes. The purpose of this multi-paper dissertation was twofold: (a) to examine the interplay between self-regulated learning and mental health in student success at university, and (b) to explore a variety of methods and analyses examining this interplay. Davis and Hadwin (2019) examined psychological well-being (PWB) and SRL and how they differ between groups of students with different levels of within-person PWB during an academic semester of a learning-to-learn course. Davis, Milford, and MacDonald (2019) used multi-level modelling to further examine the associations over time between students’ PWB and academic engagement, goal attainment, goal satisfaction, and rating of mental health and well-being challenge. Finally, Davis, Rostampour, Hadwin, and Rush (2020) built on the findings of Papers 1 and 2 by using a case study approach to examine mental health and adaptive regulation exhibited by two contrasting groups of students (i.e., the high mental health group and the low mental health group) in a university learning-to-learn course. There were five main findings from the studies in this dissertation. First, there is a positive relation between PWB and SRL. Second, mental health is a condition and product affecting learning. Third, students’ mental health affects metacognitive standards and is a target of learning goals. Fourth, students’ mental health affects their engagement in adaptive regulation of learning. Fifth, including mental health in online SRL diary tools may benefit all students. Finally, the main findings from this dissertation provide two directions for future research: (a) considering the interplay of mental health SRL as a heuristic process fueled by metacognition where students take an active role, experiment, and consider feedback in their learning, and (b) situating mental health within metacognitive SRL interventions.
Davis, S., & Hadwin, A. (2021). Exploring differences in psychological well-being and self-regulated learning in university student success. Frontline Learning Research, 9(1), 30 – 43. https://doi.org/10.14786/flr.v9i1.581
Worldwide, there are increasing concerns about postsecondary students’ mental health and how student success is implicated. Previous research has established psychological well-being and self-regulated learning are important components of student success, however, there is a paucity of research examining the interplay between these factors during a semester-long course. In this study, 118 students in a learning-to-learn elective university course completed nine weekly online planning and reflection tools. Students planned for a study session, completed an academic engagement and a psychological well-being measure, then reflected on a challenge faced and described the strategy chosen to overcome that challenge. Findings revealed (a) students who reported always attaining their goals also reported higher overall psychological well-being, and (b) within-person patterns of psychological well-being and academic engagement over time may affect regulatory responses to challenge or vice versa. Implications for theory, research, and practice are discussed.
Aishah Bakhtiar and Elizabeth A. Webster were recipients of this year’s Outstanding Graduate Student Research Award, in the Faculty of Education 2020 Awards. This award is granted annually to Masters and PhD students from the Faculty of Education. The award is to recognize a graduate student for their research, and creative or scholarly contributions to their discipline.
EPLS PhD graduate Aishah Bakhtiar is honoured for her significant contributions to the field of co-regulation, motivation and collaboration in educational psychology. Her dissertation established new understandings about how motivation emerges through shared activity, and suggests the development of new instructional supports to build collaborative skills. Her dissertation is the culmination of years of dedicated performance as a graduate student, evidenced in her extraordinary GPA and $140,000 in graduate funding. She has already authored 9 papers from her PhD research, and has presented extensively on her work at multiple conferences. Our sincere congratulations to Dr. Bakhtiar and her supervisor, Dr. Allyson Hadwin.
EPLS PhD graduate Elizabeth A. Webster is honoured for her significant contributions to the field of emotional regulation in educational contexts. Her dissertation findings provided valuable and novel insights into the regulation of emotions during collaborative learning situations. Her work also resulted in the development of practical self-reporting tools for use in field settings. Her dissertation builds on a stellar graduate student record, including an extraordinary GPA and research grant/award record, including a four-year term as a Bombardier Scholar. She has established herself as an emerging scholar with a strong early publication record. Our sincere congratulations to Dr. Webster and her supervisor, Dr. Allyson Hadwin.
The cognitive and social demands of collaboration can raise significant motivation challenges. Task progression relies on team members strategically taking control of the problems and adapting accordingly. Theory indicates that productive collaboration involves groups using three modes of regulation: self-regulation, co-regulation, and socially shared regulation. Despite research demonstrating the occurrence of all three modes in collaboration, it is unclear how these modes interact and how co-regulation supports the emergence of self- and shared-regulation of motivation. The study aimed to examine the role co-regulation played in dynamically stimulating the emergence of self- and shared-regulation of motivation. A cross-case comparison was conducted between two groups who experienced high levels of motivation challenges but achieved contrasting perceptions of the overall team learning productivity. During analysis, groups’ dynamic regulatory processes within the online environment were visually represented using a tool called the Chronologically-ordered Representation for Tool-Related Activity (CORDTRA). Findings demonstrate that co-regulation of motivation may afford and thwart the emergence of self- and shared-regulation, and these processes interacted with the group’s situational challenges and the regulatory skills group members possessed. Comparisons between the two groups indicated that groups’ motivation regulation should (a) match the demands of the challenges at hand, (b) be positively supported by group members through co-regulation, and (b) involve a more varied strategic responses so that the group may continue to learn and co-construct knowledge effectively as a team.
Congratulating our very own Dr. Mariel Miller (TIE lab research associate and Adjunct Assistant Professor, EPLS) on her new position: Mariel Miller, PhD Director of Technology Integrated Learning Division of Learning and Teaching Support and Innovation at University of Victoria
Aishah successfully defended her dissertation titled “Regulating Self, Others’ and Group Motivation in Online Collaboration” on Tuesday October 22nd. Congratulations Aishah! Everyone in the lab is so proud of all your hard work and accomplishments.
We would like to extend a very warm welcome to our new colleague, Dr. Sungjun Won. Dr. Won is an Assistant Professor in the Department of Educational Psychology and Leadership Studies. He earned his PhD in Educational Psychology from the Ohio State University. He studies academic motivation and self-regulated learning. Specifically, his research has focused on two strands. The first strand centers on extending the understanding of motivation and self-regulated learning and their roles in students’ academic success. The second strand focuses on understanding how students’ perceptions of learning and social contexts influence their motivation and engagement in self-regulated learning. Dr. Won’s Google Scholar
Academic Motivation and Self-regulated learning. Dr. Sungjun Won is currently recruiting M.A. and Ph.D. students who are interested in researching (a) the roles of motivation and self-regulated learning in students’ academic success, (b) social and contextual factors promoting motivational and self-regulatory processes, (c) STEM interest and engagement. Applicants should have interest in learning advanced statistical analysis, including structural equation modeling, multi-level modeling, and/or mixture modeling. Applications for Ph.D. should have a Master’s degree (with thesis) in Psychology, Educational Psychology or a related area. Successful applicants will be considered for a research assistantship and/or a teaching assistantship (teaching an undergraduate course on Learning Strategies for University Success). Applicants will be also considered for University Entrance Scholarships, which are adjudicated by an awards committee based on academic performance. Interested applicants should review the admissions requirements for our PhD program: https://www.uvic.ca/education/psychology/educational-psychology/phd-program/admissions/index.php to ensure they meet requirements for admission, and send a letter of introduction clearly outlining fit with the description above to Dr. Sungjun Won (email@example.com).