研究中学生在线写作文时的自我调节策略及其对成绩的影响。
Self-Regulated Learning in Essay Writing: Consistency of Strategies and Impact on Outcomes
- 通过追踪学生在线写作过程，识别出三种主要自我调节策略。
- 多数学生持续使用‘先阅读再写作’策略，少数采用‘重点写作后精读’且成绩更好。
- 研究揭示了在线学习中有效策略的演变规律，适合教育技术设计者参考。
背景：有效的自我调节学习（SRL）能力对终身学习至关重要，尤其在青少年阶段这些技能逐步形成并显著影响未来学习。随着在线与混合式教育兴起，其重要性日益凸显。然而，关于中学生如何在在线环境中进行自我调节、其学习过程与策略如何演变，以及对学习成果的影响，仍知之甚少。在中学教育中，理解这些过程有助于揭示学习成功的模式与指标，从而指导在线支持机制的设计。现有基于重复测量设计的证据仍然稀缺。目标：本研究旨在探讨中学生在在线作文任务中如何实施SRL策略，这些策略如何随时间变化，以及它们与学习成果的关系。方法：分析来自哥伦比亚两所中学的93名（第一轮）和95名（第二轮）中学生在相隔一周的两次在线作文任务中，通过数字学习平台收集的元认知轨迹数据。结合流程挖掘与无监督机器学习技术，识别基于成熟SRL框架的主导策略，并考察其稳定性及与学习成果的关联。结果与结论：识别出三种主导的SRL策略。结果显示策略存在差异：多数学生保持或转向‘先阅读再写作’策略，而‘重点写作后精读’策略在第二轮中虽不常见但与学习成果呈正相关。
原文摘要 · Abstract (English)
Background: Abilities for effective self-regulated learning (SRL) are critical for lifelong learning, particularly during adolescence when these skills consolidate and strongly influence future learning. Their importance has grown with the rise of online and blended education. Yet, little is known about how secondary school students self-regulate in online environments, how their SRL processes and strategies evolve, or how they affect outcomes. In secondary education, understanding these processes can reveal patterns and indicators of learning success, informing the design of online support mechanisms. Evidence from repeated-measures designs remains scarce. Objectives: This study aims to examine how secondary school students enact SRL strategies during online essay writing, how these strategies change over time, and how they relate to learning outcomes. Methods: We analysed metacognition-related trace data collected from secondary students during a two-wave online essay-writing task conducted one week apart in two Colombian schools (N = 93 for session 1, N = 95 for session 2) via a digital learning platform. Using a combination of process mining and unsupervised machine learning techniques, we identified dominant SRL strategies grounded in established SRL processes and examined their stability and association with learning outcomes. Results and conclusions: Three dominant SRL strategies were identified. Results showed variability: many students remained in or shifted to Read first, write next, while none used Write intensively, read selectively in session 2. Although less common, latter strategy was positively associated with learning outcomes.
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