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Promoting Cognitive and Contextual Agency Through Scalable Interventions for Self-Regulated Learning and Adaptive Performance
Wed, April 8, 1:45 to 3:15pm PDT (1:45 to 3:15pm PDT), Westin Bonaventure, Floor: Level 2, Mt. WashingtonSession Type: Symposium
Abstract
This symposium brings together experimental studies with adolescents and young adults to examine how structured, digital, and scalable interventions can help learners take greater ownership of their learning and development. These experiments were designed to test how various intervention design elements, including personalization, intervention timing, and contextual framing, influence the efficacy of training designed to help learners manage their thinking, behavior, and environment during learning. Taken together, intervention findings document multiple productive avenues to promotion of self-regulated learning and cognitive agency. Discussion will highlight how equipping students with adaptive strategies for navigating academic challenges in emotionally and cognitively demanding contexts can be achieved through targeting broadly applicable self-regulation and strategic processes, and augmented with person- and task-specific designs.
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Cosponsor
Chair
Papers
Promoting Self-Regulated Learning in Higher Education with Digital Training: An RCT with Interviews - Olav Schewe, University of Oxford
Investigating Delivery Schedules for Scalable Learning Skill Training in Early Undergraduate Active Learning STEM Courses - Matthew L. Bernacki, University of North Carolina - Chapel Hill; Jenifer Utz, University of Nevada - Las Vegas; Christy Strong, University of Nevada - Las Vegas; Kathryn Rafferty, University of Nevada - Las Vegas
Effects of Personalizing Science of Learning Instruction to Dual Enrollment High School Students’ Prior Knowledge - Shelbi Laura Kuhlmann, University of Memphis; C. Noelle Patterson, University of Memphis; Haley Siegfried, University of Memphis; Christina Hollander-Blackmon, University of North Carolina - Chapel Hill; Sarayu Satyasai Yenumula, University of North Carolina - Chapel Hill; Matthew L. Bernacki, University of North Carolina - Chapel Hill
From Reaction to Regulation: Leveraging Contextualized Agency to Manage Amygdala Hijack - Judy (Jiayun) He, Stanford University; Tina A. Grotzer, Harvard University; Megan Powell Cuzzolino, Harvard University; Yu Hao, University of Oxford; Olav Schewe, University of Oxford