Learning and Instruction最新文献_第4页

Exploring young learners’ prompted and unprompted SRL think-alouds 探索青年学习者的提示式和非提示式自主思考

IF 4.9 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2025-12-16 DOI: 10.1016/j.learninstruc.2025.102294

Rebecca Pape, Joachim Thomas

Background

Think-aloud data have been identified as a valuable source for fine-grained analyzes aimed at understanding learning processes. Yet, they are rarely used to investigate how self-regulated learning (SRL) can be supported in computer-based learning environments (CBLEs). Young learners at lower secondary level have been found to be in a transitional phase of developing metacognitive SRL skills. In this phase, metacognitive prompting may encourage metacognitive SRL in CBLEs. To gain insights into supporting young learners' SRL in CBLEs, the present study used the think-aloud method and process mining to explore prompted and unprompted learners’ utterances related to recall learning performance, metacognitive SRL activities, and the sequential structure of these activities.

Methods

In a between-subjects experimental design, secondary students completed a 30-min CBLE learning session while thinking aloud, with either metacognitive prompts (n = 17) or no prompts (n = 16).

Results

The fine-grained analysis of the think-aloud data showed that learning with metacognitive prompts led to higher domain-general metacognitive SRL activities. Regarding learning performance, no significant differences were found. Process models indicated that prompted learners’ process structures resembled traditional SRL models more closely and that they engaged in reflection activities more often at the end of a learning sequence than the control group.

Conclusion

This study revealed fine-grained differences between prompted and unprompted metacognitive SRL activities in young learners. Think-aloud data, combined with process mining, proved to be useful for identifying metacognitive processes. This study, thereby, extends the current debate on the development of metacognitive SRL skills in young learners.

有声思考数据已被确定为旨在理解学习过程的细粒度分析的有价值的来源。然而，它们很少用于研究如何在基于计算机的学习环境中支持自我调节学习（SRL）。发现初中阶段的青少年学习者正处于发展元认知语言技能的过渡阶段。在这个阶段，元认知提示可能会促进电缆中的元认知SRL。本研究采用有声思考方法和过程挖掘方法，探讨提示和非提示学习者的话语与回忆学习绩效、元认知SRL活动以及这些活动的顺序结构之间的关系。方法在受试者间实验设计中，中学生在大声思考的同时完成30分钟的CBLE学习，有元认知提示（n = 17）或没有提示（n = 16）。结果对大声思考数据的细粒度分析表明，使用元认知提示学习导致更高的域通用元认知SRL活动。在学习成绩方面，没有发现显著差异。过程模型表明，提示学习者的过程结构与传统的SRL模型更接近，并且在学习序列结束时，他们比对照组更频繁地进行反思活动。结论提示性和非提示性元认知活动在青年学习者中存在细微差异。有声思维数据与过程挖掘相结合，被证明对识别元认知过程很有用。因此，本研究扩展了目前关于年轻学习者元认知语言技能发展的争论。

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引用次数: 0

Unlocking creativity: Evidence that improvised physical activities foster divergent thinking in adolescents 释放创造力：即兴体育活动培养青少年发散性思维的证据

IF 4.9 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2025-12-15 DOI: 10.1016/j.learninstruc.2025.102296

Zheyu Jin , Huijun Wu , Junting Yin , Xijia Yu , Junlong Luo

Background

Nurturing creativity in adolescents is of paramount importance in today’s innovation-driven society. However, the effects of physical activity on creativity remain insufficiently understood.

Aim

This study aimed to investigate the impact of physical activity on creativity, i.e., divergent thinking, and to identify the effective type of activity.

Methods

Through two experiments, we assessed the effects of the presence (Experiment 1: physical activity, imagined physical activity, and a control group without physical activity; n = 94 students) and type (Experiment 2: improvised physical activity, restricted physical activity, and a control group; n = 97 students) of physical activity on divergent thinking. Heart rate data were continuously recorded using wearable bracelets, and students’ performance was assessed by Alternative Uses Tasks in pre- and post-test sessions.

Results

These findings indicated that improvised physical activity significantly enhanced divergent thinking, particularly in terms of fluency, originality, and flexibility, compared to both restricted physical activity and control groups. Notably, in both Experiment 1 and Experiment 2, with equal intensity and duration, only the improvised group showed an increase in creativity, while the restricted group did not.

Conclusion

The findings provide compelling evidence for the role of improvised physical activity in enhancing adolescents’ divergent thinking and shed light on the design and implementation of physical education strategies for teachers and policymakers.

在当今创新驱动的社会中，培养青少年的创造力至关重要。然而，体育活动对创造力的影响仍然没有得到充分的了解。目的本研究旨在探讨体育活动对创造力（即发散思维）的影响，并确定有效的体育活动类型。方法通过两个实验，评估了体育活动的存在（实验1：体育活动、想象体育活动，以及没有体育活动的对照组，n = 94）和类型（实验2：即兴体育活动、限制体育活动，以及对照组，n = 97）对发散思维的影响。使用可穿戴手环连续记录心率数据，并在测试前和测试后通过“替代使用任务”评估学生的表现。结果这些发现表明，与限制体育活动和对照组相比，即兴体育活动显著增强了发散性思维，特别是在流畅性、独创性和灵活性方面。值得注意的是，在同样强度和时间的实验1和实验2中，只有即兴创作组的创造力有所提高，而限制创作组则没有。结论本研究结果为即兴体育活动对青少年发散性思维的促进作用提供了有力的证据，并为教师和政策制定者设计和实施体育教育策略提供了启示。

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引用次数: 0

Integrating translanguaging pedagogy in EFL higher education: Student perceptions and implications for teacher education in monolingual contexts 在高等英语教育中整合跨语言教学法：单语情境下学生对教师教育的感知与启示

IF 4.9 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2025-12-14 DOI: 10.1016/j.learninstruc.2025.102297

Erguvan Uras Eren

Background

Translanguaging has gained recognition as a transformative pedagogical strategy in multilingual K–12 education; however, its application in higher education programs that employ English-only policies, though students also draw on English and their shared L1, remains limited and under-theorized. In such contexts, there is growing interest in understanding how translanguaging might support language learning and inclusive instructional practices.

Aims

This study investigates how Turkish university students perceive planned translanguaging activities in an English as a Foreign Language (EFL) preparatory program within an English-only policy, and explores the instructional and teacher education implications of these perceptions.

Sample

Participants were 52 undergraduate students enrolled in two EFL classes at a Turkish university. The study took place over five weeks within a policy-driven curriculum.

Methods

A sequential explanatory mixed-methods design was employed. Quantitative data were collected through a Likert-scale questionnaire. Qualitative data came from focus group interviews and anonymous essays. Thematic analysis identified patterns in student perceptions of translanguaging pedagogy.

Results

Findings revealed four key perceived benefits of translanguaging: (1) enhanced metalinguistic awareness, (2) improved comprehension of academic content, (3) increased comfort and confidence in using English, and (4) strengthened peer collaboration. While students preferred English as the primary medium, they viewed strategic L1 use as cognitively and affectively supportive.

Conclusions

The findings highlight translanguaging's pedagogical value in monolingual policy contexts, offering practical guidance for instruction and teacher education. Implications stress the design of linguistically inclusive, student-centered programs that prepare educators to implement translanguaging intentionally and address institutional resistance to bilingual practices.

在多语种的K-12教育中，翻译作为一种变革性的教学策略已经得到了认可；然而，它在采用纯英语政策的高等教育项目中的应用仍然有限，理论化程度也很低，尽管学生们也会使用英语和他们共同的母语。在这种背景下，人们越来越有兴趣了解翻译如何支持语言学习和包容性教学实践。目的本研究调查了土耳其大学生在英语为外语（EFL）预备课程中如何看待计划中的跨语言活动，并探讨了这些看法对教学和教师教育的影响。样本参与者是土耳其一所大学的52名参加两个英语班的本科生。该研究在一个政策驱动的课程中进行了五周。方法采用序贯解释混合方法设计。通过李克特量表问卷收集定量数据。定性数据来自焦点小组访谈和匿名文章。主题分析确定了学生对译语教学法的认知模式。结果研究结果揭示了翻译的四个主要好处：(1)增强元语言意识；(2)提高对学术内容的理解；(3)提高使用英语的舒适度和信心；(4)加强同伴合作。虽然学生更喜欢英语作为主要语言，但他们认为策略性地使用母语在认知和情感上都是有益的。结论本研究结果突出了译语在单语政策背景下的教学价值，为教学和教师教育提供了实践指导。启示强调设计语言包容性，以学生为中心的课程，为教育者有意实施跨语言做好准备，并解决对双语实践的制度性阻力。

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引用次数: 0

Harnessing synesthesia to unlock new pathways in learning for students with disabilities 利用联觉为残疾学生开启新的学习途径

IF 4.9 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2025-12-13 DOI: 10.1016/j.learninstruc.2025.102292

Yicheng Sun , Hanbo Yang , Dongyue Zhu , Yi Wang , Richard Suen

Background:

Special education students, especially those with learning disabilities and sensory impairments, often face challenges in engaging with traditional teaching methods, impacting their cognitive performance and emotional connection to learning.

Aims:

This study introduces synesthesia-based learning as a multisensory approach combining sight, sound, and touch to enhance student engagement and memory retention. We aim to explore its effects on emotional engagement, creativity, task completion, and participation among special education students.

Samples:

The study involves 117 students with learning disabilities, sensory impairments, and physical disabilities, enrolled in grades 1–3 (ages 12–15) in a special education program.

Methods:

A two-part experiment was conducted. In Part 1, students experiencing synesthesia-based learning were compared with a control group receiving traditional instruction. In Part 2, the control group also experienced the multisensory approach. Learning was evaluated through pre/post-tests across five dimensions: Design Vocabulary, Sentence Structure, Creative Expression, Design Principles, and Problem Solving. Additional data from surveys and teacher observations were analyzed using deep learning for sentiment and engagement analysis.

Results:

The synesthesia-based group outperformed the control group in cognitive and creative skills, with strongest effects in Grade 3. Gender-based comparisons further indicated that female students generally outperformed male students, particularly in Creative Expression and Design Principles. After experiencing the multisensory approach, the control group also exhibited statistically meaningful gains. Sentiment analysis confirmed strong emotional engagement aligned with learning gains.

Conclusions:

Synesthesia-based learning effectively supports both emotional and cognitive development in special education settings, offering a promising strategy for inclusive and engaging instruction.

背景：特殊教育的学生，特别是那些有学习障碍和感觉障碍的学生，经常面临传统教学方法的挑战，影响他们的认知表现和学习的情感联系。目的：本研究介绍了基于联觉的学习，作为一种结合视觉、声音和触觉的多感官学习方法，以提高学生的参与度和记忆力。本研究旨在探讨其对特殊教育学生的情感投入、创造力、任务完成和参与的影响。样本：这项研究涉及117名有学习障碍、感觉障碍和身体残疾的学生，他们在一个特殊教育项目中就读于1-3年级（12-15岁）。方法：采用两部分实验。在第一部分中，体验联觉学习的学生与接受传统教学的对照组进行了比较。在第2部分中，对照组也经历了多感官方法。学习通过五个方面的前/后测试来评估：设计词汇、句子结构、创造性表达、设计原则和解决问题的能力。来自调查和教师观察的其他数据使用深度学习进行情感和参与分析。结果：联觉组在认知和创造技能上优于对照组，在3年级效果最强。基于性别的比较进一步表明，女生的表现普遍优于男生，尤其是在创意表达和设计原则方面。在经历了多感官方法后，对照组也表现出统计学上有意义的收益。情绪分析证实，强烈的情感投入与学习成果是一致的。结论：基于联觉的学习有效地支持特殊教育环境下的情感和认知发展，为包容性和参与性教学提供了一种有前途的策略。

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引用次数: 0

Peer collaboration as a pathway to scientific literacy: Effects of the PEER model training 同侪合作是通往科学素养的途径：同侪模式训练的效果

IF 4.9 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2025-12-13 DOI: 10.1016/j.learninstruc.2025.102271

Marina Videnović , Ivana Stepanović Ilić , Jovan Ivanović , Dragica Pavlović Babić , Smiljana Jošić , Ksenija Krstić , Zorana Jolić Marjanović , Ana Altaras , Kristina Mojović Zdravković , Tijana Nikitović , Milana Rajić , Aleksandar Baucal

Background

The capacity for collaborative problem solving (CPS) has been identified as a key competence that facilitates the development of scientific literacy. However, spontaneous collaboration often takes an unproductive direction. Training can help students to collaborate more productively.

Aims

The PEER model training integrates four components of collaboration: P - managing personality differences; E − developing emotional intelligence; E − facilitating the exchange of ideas through dialogue; and R - utilizing external resources. The study employed an experimental design to evaluate the effects of the training on the development of adolescents' individual scientific literacy skills.

Sample

The final sample included 241 upper secondary school students (aged 16): 121 in the experimental group (EG) and 120 in the control group (CG).

Methods

All students completed parallel forms of a scientific literacy test, administered as pre- and post-tests. The EG received training and engaged in CPS in small groups, whereas the CG only engaged in CPS. The twelve schools were pair-matched and assigned to either condition. Mediation analysis was performed to examine whether the quality of collaboration mediated the effect of the PEER training.

Results

The EG demonstrated significantly greater improvement in scientific literacy skills than the CG. The training improved socio-cognitive, socio-emotional, and group relation regulation aspects of collaboration, thereby enhancing scientific literacy skills.

Conclusions

The results demonstrate the effectiveness of the training. Students in the EG have showed greater benefits from collaboration than those in the CG.

协作解决问题的能力（CPS）被认为是促进科学素养发展的关键能力。然而，自发的合作往往是一个非生产性的方向。培训可以帮助学生更有效地合作。PEER模式培训整合了协作的四个组成部分：P -管理个性差异；E -发展情商；E -通过对话促进思想交流；R -利用外部资源。本研究采用实验设计来评估训练对青少年个人科学素养技能发展的影响。最终样本包括241名16岁的高中生：实验组121名，对照组120名。方法所有学生都完成了科学素养测试的平行形式，分为前测试和后测试。EG接受培训并以小组形式参与CPS，而CG只参与CPS。这12所学校被配对，并被分配到任何一种情况下。通过中介分析来检验协作质量是否对同伴培训的效果起中介作用。结果EG组在科学素养技能方面的提高明显高于CG组。培训提高了协作的社会认知、社会情感和群体关系调节方面，从而提高了科学素养技能。结论培训效果良好。EG组的学生比CG组的学生更能从合作中获益。

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引用次数: 0

Creativity in dialogues: How do children interact with parents vs. strangers for generating creative ideas? 对话中的创造力：孩子如何与父母和陌生人互动以产生创造性的想法？

IF 4.9 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2025-12-11 DOI: 10.1016/j.learninstruc.2025.102286

Honghong Bai , Luk Shu Chan , Aoxin Luo , Evelyn H. Kroesbergen , Stella Christie

Background

It is increasingly pointed out that creativity does not occur in isolation within individual minds but rather through continuous interactions between people.

Aims

This study investigated whether and how interactions revealing perspective taking within dyads influenced the generation of creative ideas.

Sample

Participants were 103 4- to 6-year-old Chinese children, 60 parents, and 43 university students.

Method

Children were semi-randomly assigned to working either with a (grand)parent (child-parent dyads, familiar context) or with a university student (child-stranger dyads, unfamiliar context) on the Alternative Uses Task (AUT), wherein the child and the adult subjects needed to “think together” of as many unusual uses as possible for five everyday objects. A novel coding scheme was designed and applied to analyze subjects’ verbalizations, differentiating two social processes: cognitive perspective taking, through which an exchange of ideas and thoughts takes place, and social-emotional perspective taking, which creates an open, accepting atmosphere.

Results

The child-parent dyads exhibited more cognitive perspective taking than the child-stranger dyads, but no group difference was found regarding their social-emotional perspective taking. Regardless of dyad type, dyads' cognitive perspective taking facilitated dyads' fluency and originality but hindered their appropriateness. Uniquely, people's perspective taking could differently influence their own and the their partner's creative performance, and these influences were often shaped by subject- (adult vs. child) and/or contextual-related (familiar vs. unfamiliar) characteristics.

Conclusions

Cognitive perspective taking is crucial for the emergence of creativity, whereas the role of social-emotional perspective taking remains unclear.

越来越多的人指出，创造力不是孤立地发生在个人的头脑中，而是通过人与人之间的持续互动。目的：本研究调查了两个人之间的互动是否以及如何影响创造性想法的产生。样本参与者包括103名4至6岁的中国儿童、60名家长和43名大学生。方法：儿童被半随机分配到与（祖父母）（孩子-父母二人组，熟悉的环境）或与大学生（孩子-陌生人二人组，不熟悉的环境）一起进行替代用途任务（AUT），其中儿童和成人受试者需要“一起思考”五种日常物品尽可能多的不寻常用途。设计并应用了一种新颖的编码方案来分析受试者的语言表达，区分两种社会过程：认知视角的采用，通过这种方式进行思想和思想的交流，以及社会情感视角的采用，这创造了一个开放、接受的氛围。结果亲子二联体表现出更多的认知视角，而亲子二联体表现出更多的社会情感视角。无论何种类型的二元组合，二元组合的认知视角都促进了二元组合的流畅性和独创性，但阻碍了它们的适当性。独特的是，人们的观点可以不同地影响他们自己和他们的伴侣的创造性表现，这些影响往往是由主体（成人与儿童）和/或情境相关（熟悉与不熟悉）的特征形成的。结论认知视角对创造力的产生至关重要，而社会情感视角的作用尚不清楚。

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引用次数: 0

Sequential thinking prompts for creative problem solving 顺序思维有助于创造性地解决问题

IF 4.9 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2025-12-10 DOI: 10.1016/j.learninstruc.2025.102247

Gregory T. Boldt , James C. Kaufman

Background

To foster creativity in 21st century education, it is necessary to identify efficient instructional strategies capable of engaging and developing different thinking skills relevant to creativity.

Aims

This study examined how the use of sequential thinking prompts and engagement in key creative subprocesses enhanced creative problem solving.

Methods

A sample of 364 university students were randomly assigned to one of four experimental conditions. Whereas control group participants thought about the problem and presented their solution, treatment participants were provided with sequential thinking prompts emphasizing specific creative subprocesses: anchoring, generation, selection, exploration, and evaluation. Personal characteristics and subprocess engagement (i.e., time spent and words produced) were measured and served as covariates.

Results

Treatment group participants produced more creative solutions than control group participants (ds = .42–.52). This effect was fully mediated by subprocess engagement, as measured by time spent on task and the number of words produced. Amotivation was negatively associated with solution creativity. Engagement in the subprocess of anchoring emerged as a prominent, positive predictor of creative performance, highlighting the particular importance of setting goals and identifying constraints.

Conclusions

Together, these findings indicate that integrating an extended sequence of thinking prompts can enhance performance in creative problem-solving by increasing task engagement. Although further research is needed to determine optimal prompt types and sequences, such prompts could represent accessible instructional strategies that could stimulate creative thinking in diverse educational settings.

为了在21世纪的教育中培养创造力，有必要确定有效的教学策略，能够吸引和发展与创造力相关的不同思维技能。目的本研究考察了顺序思维的使用如何促进和参与关键的创造性子过程，从而提高创造性问题的解决能力。方法将364名大学生随机分为四组。控制组的参与者思考问题并提出解决方案，而实验组的参与者则被提供顺序思维提示，强调具体的创造性子过程：锚定、生成、选择、探索和评估。测量了个人特征和子过程参与（即花费的时间和产生的单词）并作为协变量。结果治疗组比对照组产生更多的创造性解决方案（ds = 0.42 ~ 0.52）。这种影响完全由子过程参与介导，通过任务花费的时间和产生的单词数量来衡量。动机与解决方案创造力呈负相关。锚定子过程中的参与度是创造性表现的一个突出的、积极的预测指标，突出了设定目标和确定约束条件的特别重要性。综上所述，这些研究结果表明，整合一系列扩展的思维提示可以通过增加任务参与度来提高创造性解决问题的表现。虽然需要进一步的研究来确定最佳的提示类型和顺序，但这些提示可以代表可访问的教学策略，可以在不同的教育环境中激发创造性思维。

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引用次数: 0

Classroom disruptions: Impact on teachers’ gaze patterns 课堂干扰：对教师注视模式的影响

IF 4.9 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2025-12-05 DOI: 10.1016/j.learninstruc.2025.102289

Sylvia Gabel , Christian Kosel , Rebekka Stahnke , Özün Keskin-Senkal , Aldin Alijagic , Andreas Gegenfurtner

Background

Teachers are expected to create an effective learning environment in their classroom while keeping an eye on classroom disruptions. This requires high monitoring competences as part of their noticing and professional vision. However, novice teachers often struggle dealing with critical situations and show ineffective monitoring behavior.

Aims

Using dynamic scanpath analyses, this eye-tracking study examined monitoring strategies of novice and expert teachers to understand how classroom disruptions affect teachers’ gaze behavior and what constitutes effective monitoring.

Sample

The sample consisted of 15 expert and 18 novice teachers.

Methods

Participants watched a short classroom video in which several minor and one major disruption occurred while their eye movements were recorded with an eye tracker. We analyzed their scanpaths by comparing Shannon entropy values to investigate the predictability of gaze transitions and the stability of their gaze patterns.

Results

Compared to novices, experts showed higher transition probabilities in their gaze behavior, both before and after the major disruption. Similarly, experts showed lower entropy scores, indicating more stable gaze behavior, whereas novices with higher entropy scores showed exploratory gaze behavior. In general, experts showed more adaptive monitoring strategies, returning to their routine gaze behavior more quickly than novices after an unexpected disruption.

Conclusions

This study enriches the cognitive theory of visual expertise by adding new expertise characteristics of teachers’ dynamic gaze behavior and situation-specific skills in disruptive classroom events. At the same time, the results reveal monitoring strategies that can be addressed in teacher education to enhance professional vision and classroom management.

教师被期望在课堂上创造一个有效的学习环境，同时注意课堂上的干扰。这需要高度的监控能力，作为他们注意和专业视野的一部分。然而，新手教师往往难以处理危急情况，表现出无效的监督行为。目的利用动态扫描路径分析，本眼动追踪研究考察了新手教师和专家教师的监控策略，以了解课堂干扰如何影响教师的凝视行为，以及什么构成了有效的监控。样本由15名专家教师和18名新手教师组成。参与者观看了一段简短的课堂视频，视频中发生了几次轻微和一次严重的干扰，同时用眼动仪记录了他们的眼球运动。我们通过比较香农熵值来分析它们的扫描路径，以研究凝视转换的可预测性和凝视模式的稳定性。结果与新手相比，专家在重大干扰之前和之后的凝视行为中表现出更高的转换概率。同样，专家表现出较低的熵值，表明更稳定的凝视行为，而熵值较高的新手表现出探索性的凝视行为。总的来说，专家表现出更强的适应性监测策略，在意外中断后，他们比新手更快地恢复到常规的注视行为。结论本研究增加了破坏性课堂事件中教师动态凝视行为和情境特定技能的专业特征，丰富了视觉专业的认知理论。同时，研究结果揭示了在教师教育中可以解决的监控策略，以提高专业视野和课堂管理。

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引用次数: 0

Navigating uncertainty: the role of college students' cognitive styles and uncertainty intolerance in learning rate from a Bayesian inference perspective 驾驭不确定性：贝叶斯推理视角下大学生认知风格和不确定性不容性对学习率的影响

IF 4.9 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2025-12-05 DOI: 10.1016/j.learninstruc.2025.102290

Peng-Xing Ying, Mei-Ru Wang

Background

Self-regulated learning (SRL) involves monitoring and controlling cognitive processes, especially in uncertain environments. The Metacognitive and Affective model of Self-Regulated Learning (MASRL) highlights individual differences in SRL, yet the roles of cognitive style and intolerance of uncertainty remain underexplored.

Aims

This study examined (a) how cognitive styles correspond to learning performance, (b) whether learning rate mediates this relationship, and (c) whether intolerance of uncertainty moderates these effects.

Methods

Seventy-eight college students completed a probabilistic reward-based learning task after assessing cognitive style and intolerance of uncertainty. The Hierarchical Gaussian Filter (HGF) model estimated trial-by-trial learning rates as an index of monitoring and control. We conducted linear mixed effects analyses to examine the influence of different cognitive style tendencies on learning rate and used a multilevel structural equation model to assess the mediating role of learning rate and the moderating effect of intolerance of uncertainty.

Results

Learning rate mediated the relationship between cognitive style and performance in college students. The association between rational cognitive style and learning rate depended on intolerance of uncertainty: at low levels of intolerance, higher rationality corresponded to lower learning rate, whereas at higher levels, higher rationality corresponded to higher learning rate, with the relationship strengthening as intolerance increased.

Conclusions

Findings highlight the nuanced role of intolerance of uncertainty in SRL. While rational thinking supports adaptive learning, its benefits depend on uncertainty tolerance. This study underscores the need to integrate cognitive traits and uncertainty tolerance into SRL models and educational practices.

自我调节学习（SRL）涉及对认知过程的监测和控制，尤其是在不确定环境中。自我调节学习的元认知和情感模型（MASRL）强调了自我调节学习的个体差异，但认知方式和不确定性耐受的作用仍未得到充分探讨。目的：本研究考察(a)认知风格与学习表现之间的关系，(b)学习率是否在这种关系中起中介作用，以及(c)对不确定性的不容忍是否调节了这些影响。方法78名大学生在评估认知方式和不确定性不耐受程度后，完成一项基于概率奖励的学习任务。分层高斯滤波（HGF）模型估计了每次试验学习率作为监测和控制的指标。通过线性混合效应分析，考察不同认知风格倾向对学习率的影响，并采用多层次结构方程模型评估学习率的中介作用和不确定性不容性的调节作用。结果学习率在大学生认知风格与成绩之间起中介作用。理性认知方式与学习率的关系依赖于对不确定性的不容忍程度，不容忍程度低时，理性程度越高，学习率越低，不容忍程度高时，理性程度越高，学习率越高，这种关系随着不容忍程度的增加而增强。结论：研究结果强调了不确定性不耐受在SRL中的微妙作用。虽然理性思维支持适应性学习，但它的好处取决于对不确定性的容忍。本研究强调了将认知特征和不确定性容忍整合到SRL模型和教育实践中的必要性。

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引用次数: 0

Small group collaboration in hybrid university learning: Contrasting collaboration quality in hybrid, F2F and remote settings 混合大学学习中的小组协作：混合、F2F和远程环境下的协作质量对比

IF 4.9 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2025-12-04 DOI: 10.1016/j.learninstruc.2025.102276

Sabine Schermeier , Anne Deiglmayr , Nikol Rummel

Background

Hybrid collaboration, where both onsite and remote learners work together using online tools, is gaining prominence in educational contexts due to its high flexibility in terms of location. While considerable research has compared face-to-face (F2F) to remote collaboration, there is a notable gap in the literature regarding hybrid settings. Existing research suggests that remote learners in hybrid collaboration often feel less affectively engaged than onsite learners, with negative effects for learning process and outcomes.

Aims

The study aims to assess the collaboration quality in hybrid compared to F2F and remote settings.

Sample

N = 180 university students solved a collaborative task in groups of three.

Methods

Student groups were randomly assigned to either F2F, remote, or hybrid collaboration modes. Collaboration quality was analyzed using self-reported learner perceptions and external observer ratings across three dimensions: learner participation, interaction quality and quality of the collaborative product.

Results

Conditions did not differ with regards to learner participation or observed interaction quality. Overall, the remote condition tended to self-report lower interaction quality than the F2F and hybrid conditions. However, the only statistically significant difference was between the remote and the F2F condition for the dimension ‘sustaining mutual understanding’. Finally, the hybrid condition outperformed the two other conditions regarding the quality of the collaborative product.

Conclusion

Our study revealed an unexpectedly strong performance of the hybrid condition, with interaction quality comparable to F2F collaboration. This points to opportunities for educational practice. Additionally, our findings highlight the importance of researching different configurations of hybrid collaboration.

混合协作，即现场学习者和远程学习者使用在线工具一起工作，由于其在位置方面的高度灵活性，在教育环境中越来越受到重视。虽然有相当多的研究将面对面（F2F）与远程协作进行了比较，但关于混合设置的文献中存在明显的差距。现有研究表明，在混合协作中，远程学习者往往比现场学习者感觉更不投入，对学习过程和结果产生负面影响。本研究旨在评估与F2F和远程设置相比，混合模式下的协作质量。180名大学生以三人一组的方式完成了一项合作任务。方法将学生组随机分配到F2F、远程或混合协作模式。协作质量分析使用自我报告的学习者感知和外部观察者评分，跨越三个维度：学习者参与、交互质量和协作产品质量。结果在学习者参与和观察到的互动质量方面，条件没有差异。总体而言，远程条件比F2F和混合条件倾向于自我报告较低的交互质量。然而，唯一有统计学意义的差异是在远程和F2F条件之间的维度“维持相互理解”。最后，在协同产品质量方面，混合条件优于其他两种条件。结论：我们的研究揭示了混合条件的强大性能，其交互质量可与F2F协作相媲美。这为教育实践提供了机会。此外，我们的研究结果强调了研究混合协作的不同配置的重要性。

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引用次数: 0