Examining the critical role of evaluation and adaptation in self-regulated learning

Researchers and many educators agree that the ability to self-regulate learning is important for academic success. Yet, students struggle anticipate difficulties adjust accordingly. Further, despite theorizing self-regulated involves adaptation across cycles, few researchers have examined students’ evaluative judgments, their implications behavior in a subsequent cycle, or effects on achievement. Utilizing data from large, introductory college biology course, we how struggling judgments made after first unit exam predicted changes behaviors as well those performance exam. We used natural language processing analyze reflective essay written exam, identifying reflected evaluation of prior studying plans adapt learning. Then, utilized digital traces measure actual use resources. Results path analysis revealed evaluations extensively they discussed process. Plans described reflections an increase frequency desirable behaviors, which turn higher scores, controlling previous performance. These findings provide empirical evidence multiple theorized processes, including at end cycle can inform planning increases enactment effective strategies predict improved complex tasks.