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The Self-Regulated Learning Paradox; Or, One Reason Why Educational Interventions Might Fail

Fri, April 25, 3:20 to 4:50pm MDT (3:20 to 4:50pm MDT), The Colorado Convention Center, Floor: Meeting Room Level, Room 702

Abstract

Drawing on system dynamics theory, we simulate the behavior of self-regulated (discrepancy reducing) learners over time. We analyze the effects of changing students’ learning rates (learning strategies), their intercepts (prior knowledge or teaching effectiveness), and norms of study (goals for achievement). We uncover several situations where educational interventions may affect student achievement in the short-run, but typical cross-sectional analyses will find no measurable effect in the long-run. Our results indicate that interventions will show the largest effects on achievement outcomes when students are working under time constraints and are struggling to achieve their desired performance. Furthermore, we conclude that self-regulated learners may be the hardest learners to help, a phenomenon we call the “self-regulated learning paradox.”

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