Division C - Learning and Instruction / Division C - Section 2a: Cognitive and Motivational Processes

SIG-Studying and Self-Regulated Learning

Madeleine Kingan, Harvard University

Do Metacognitive-Supportive Exit Tickets in Middle School Math Classrooms Improve Students’ Self-regulated Learning? - Xinran Wang, Vanderbilt University; Jerry Nelluvelil, Harvard University; Madeleine Kingan, Harvard University; Rebecca Adler, Vanderbilt University; Lingfei Cao, Vanderbilt University; Cristina D. Zepeda, Vanderbilt University; Jon R. Star, Harvard University; Bethany Rittle-Johnson, Vanderbilt University; Kelley Durkin, Vanderbilt University

Epistemic Network Analysis and Multigroup Modeling Reveals Domain Specific Self-Regulated and Active Learning in Biology - Hanall Sung, University of Tennessee; Jeff A. Greene, University of North Carolina - Chapel Hill; Matthew L. Bernacki, University of North Carolina - Chapel Hill; Michael Abdul Ghani Berro, University of North Carolina - Chapel Hill; Linyu Yu, University of North Carolina - Chapel Hill; Robert D Plumley, University of North Carolina - Chapel Hill

Exploring self-reported achievement goal orientation as a predictor of keystroke logging behavior patterns interpreted via a lens of self-regulated learning - Sierra Outerbridge, University of Central Florida; Michelle Taub, University of Central Florida; Joel Schneier, University of Central Florida; LaVonda R. Walker, University of Central Florida

Factors Influencing Cognitive Load: Exploring Affective Elements, Motivational Constructs, and Regulatory Strategies in Learning - Rebecca B. Brockbank, Utah State University; David F. Feldon, Utah State University; Kaylee Litson, University of Houston

Individual Differences in Early Self-Regulatory Mechanisms: Bayesian Regularized Latent Class Analysis of Preschoolers' Learning Trajectories - YUNQI WANG, The Education University of Hong Kong; Chengrui Wang, Fudan University; DA GONG, The Education University of Hong Kong

Patrick N. Beymer, University of Cincinnati

Jeff A. Greene, University of North Carolina - Chapel Hill