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Research on self-regulated learning (SRL) in engineering design is growing. While SRL is an effective way of learning, however, not all learners can regulate themselves successfully. There is a lack of research regarding how student characteristics, such as science knowledge and design knowledge, interact with SRL. Adapting the SRL theory in the field of engineering design, this study proposes a research model to examine the mediation and causal relationships among science knowledge, design knowledge, and SRL activities (i.e. observation, formulation, reformulation, analysis, evaluation). Partial least squares modeling was utilized to examine how the science and design knowledge of 108 ninth-grade participants interacted with their SRL activities in the process of performing an engineering task. Results reveal that prior science and design knowledge positively predict SRL activities. They also show that reformulation and analysis are the two SRL activities that can lead to an improvement in post science and design knowledge, but excessive observation can hinder post design knowledge. These results have important implications for the construction of learning environments to support SRL based on students’ prior knowledge levels.
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This content will become publicly available on October 1, 2025
Modeling temporal self-regulatory processes in STEM learning of engineering design
Self-regulation is crucial for student success in scientific inquiry and engineering design. However, it remains unclear how students dynamically engage in self-regulated learning (SRL) processes to achieve high performance. In this study, we investigated the temporal nature of self-regulation during engineering design by leveraging computer trace data from 101 high school students who designed an energy-plus house in a simulated learning environment. Using sequential mining, we found that high-performing students were more engaged in the Observation, Analysis, and Evaluation phases of SRL than low-performing students. Additionally, high-performing students demonstrated consecutive sequential patterns between Observation and Analysis, Reformation and Evaluation, and Analysis and Evaluation behaviors. These findings provide insights into students’ SRL processes and the design of scaffoldings.
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- PAR ID:
- 10511914
- Publisher / Repository:
- International Forum of Educational Technology & Society
- Date Published:
- Journal Name:
- Educational technology society
- ISSN:
- 1436-4522
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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