How do students of different self-efficacy regulate learning in collaborative design activities? An epistemic network analysis approach.

INTRODUCTION

Students' self-regulation skills and self-efficacy are linked to performance and are considered essential for lifelong learning. Understanding these skills and their development is crucial for educational success and long-term personal growth.

METHODS

In this study, 60 students attending a university-level collaborative design course were recruited as participants. They were initially classified into three groups [high, mixed, and low self-efficacy (SE)] based on the initial test results. Students' written reflections were then analyzed using epistemic network analysis (ENA), aiming to explore the characteristics and developmental trajectories of self-regulated learning (SRL).

RESULTS

Comparing with the other two groups, the high self-efficacy (HSE) group demonstrated: (1) more behavioral characteristics of SRL in the performance and self-reflection stages, (2) an earlier development of interest 91 in the task and recognition of its value during collaborative design activities, 92 followed by the utilization of more cognitive and metacognitive strategies; and (3) an "anticipation-behavior-reflection" loop in the self-regulation process.

DISCUSSION

These findings highlight the importance of fostering high self-efficacy among students to enhance their self-regulated learning capabilities and overall academic performance. Strategies for improving learners' SRL and future research directions were provided accordingly.