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  1. In college cybersecurity education, problem-based learning has been introduced to promote student agency in solving a complex problem. However, a dilemma of balancing the student agency persist and previous research has focused on students’ cognitive, metacognitive, and regulatory to enhance the efficacy of PBL. Given the importance of students’ self-awareness of their agency, this study suggests a concept of meta-agency as an essential learner characteristic that influences the effectiveness of student agency in PBL. Four dimensions of meta-agency, perceptions of productive struggle, expectation alignment between instructor and students, strategies for regulating agency, and familiarity with PBL tasks, were qualitatively explored with student interview data. Features of meta-agency and how students’ meta-agency level develop through cybersecurity PBL sessions were further investigated. 
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  2. In problem-based learning (PBL), individual differences in students’ use of metacognition and self-regulation skills exist and calls for extensive research in postsecondary STEM education. This study focuses on students’ uncertainty management in PBL. A scale of the uncertainty management in PBL (UM-PBL) was developed. Exploratory factor analysis was conducted and showed that the UM-PBL has substantial reliability and a total of 14 items across three constructs of a) perception of uncertainty in learning to solve problems, b) self-efficacy in and c) strategy for uncertainty management. Gender differences in the first two constructs were found, confirming its known-group validation. Students’ problem-solving scores were positively correlated with scores of the first two constructs, suggesting its predictability of its relationship with academic performance. 
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