SIG-Studying and Self-Regulated Learning

Division C - Learning and Instruction

SIG-Motivation in Education

Jason A. Chen, College of William & Mary

Helenrose Fives, Montclair State University

Michelle Taub, University of Central Florida

Theme 1: Self-Regulated Learning and Advanced Learning Technologies (Table 1 Chair) - Roger Azevedo, University of Central Florida

Theme 1: Self-Regulated Learning in the Age of AI: Rethinking Graduate Professional Development (Table 1) - Hilal Ayan, Florida State University

Theme 1: Motivation Science Meets Teacher Education: A Mixed-Methods Study of a Chatbot-Supported Workshop to Enhance Pre-Service Teachers’ Motivational Competencies (Table 1) - Wonjoon Cha, The Ohio State University

Theme 1: Leveling Up Motivation in Research: A Mixed Methods Study on a Digital Game-based Learning Workshop (Table 1) - Megan Marguerite Hokama, University of Arizona

Theme 1: Designing AI-Enhanced Learning Experiences for Self-Regulated Learning (Table 1) - Qiyang Lin, Michigan State University

Theme 1: AI-Powered Digital Literacy as a Pathway to Self-Regulated Learning (Table 1) - Salih Mansur, Touro University

Theme 2: The Development of Self-Regulated Learning Across Domains (Table 2 Chair) - Anastasia Kitsantas, George Mason University

Theme 2: The Role of Music in Self-Regulated Studying (Table 2) - Bridget K. Daleiden, University of Nevada - Las Vegas

Theme 2: GenAI Use and Self-Regulated Learning in Undergraduate Engineering Students (Table 2) - Jennie Lee, University of Illinois at Urbana-Champaign

Theme 2: Undergraduate Students’ Emotions and Sense of Belonging in STEM (Table 2) - Maham Khalid, University of Arizona

Theme 2: Teacher Support Predicts Curiosity, Self-Regulated Learning, and Belonging: Evidence from PISA 2022 (Indonesia) (Table 2) - Asis Wahyudi, Pennsylvania State University

Theme 3: Self-Regulated Learning Assessment and Intervention (Table 3 Chair) - Timothy J. Cleary, Rutgers University

Theme 3: From Support to Self-Direction: Linking Need-Supportive Teaching, Resilience, and Self-Regulated Learning (Table 3) - Beth A. Hosek, George Mason University

Theme 3: Beyond the Red Pen: How Students Make Sense of Feedback (Table 3) - Alicia Jane Peras, University of Arizona

Theme 3: Navigating the Shift to Personalized, Competency-Based Learning: Understanding the Lived Experiences of Educators (Table 3) - Alyson Wright, University of Georgia

Theme 3: A Comparative Review of Learning Motivation Scales for English Learners (Table 3) - Yan Wu, Johns Hopkins University

Theme 4: Barry J. Zimmerman: A Trailblazer of Social and Cultural Self-Regulated Learning (Table 4 Chair) - Hefer Bembenutty, Queens College - CUNY

Theme 4:Cognitive Load, Overload, and Self-Regulation: A Phenomenological Study of Neurodivergent College Students (Table 4) - Amanda Elizabeth Evans, University of Central Florida

Theme 4: Media and STEM Motivation: Gender and Racial Differences on Media Influence and STEM Motivation (Table 4) - Kitley Ann Kern, University of Cincinnati

Theme 4: Bridging Theory and Practice – Intersections between Culturally Responsive Teaching and Situated Expectancy Value Theory (Table 4) - Caleb Wang Yuan, University of Arizona

Theme 4: Executive Functioning and Self Regulation: What Is The Difference For Students With ADHD? (Table 4) - John P Burrell, University of Connecticut

Theme 5: Self-Regulation and Academic Learning (Table 5 Chair) - Steve Graham, Arizona State University

Theme 5: Online Self-Regulated Learning among Undergraduates: A Latent Profile Analysis (Table 5) - Eric Asare, Old Dominion University

Theme 5: Examining Prior Knowledge, Expectancy-Value Beliefs, and Achievement-related Choices and Outcomes in Undergraduate Biology (Table 5) - Michael Abdul Ghani Berro, University of North Carolina - Chapel Hill

Theme 5: Managing Time and Studying with Peers: Predicting the Use of Retrieval Practice and Spacing (Table 5) - Serena Luo, The Ohio State University; Soo-Hong Yim, The Ohio State University

Theme 5: What Drives and Drains Student STEM Engagement and Achievement? The Role of Situated Expectancy-Value Profiles (Table 5) - Qingqing Zhou, University of Illinois at Urbana-Champaign

Theme 6: Monitoring Accuracy, Calibration, and Confidence (Table 6 Chair) - Linda Bol, Old Dominion University

Theme 6: Reading Between the Modes: Enhancing Undergraduate Multimodal Comprehension Through Training Videos (Table 6) - Jannah Fusenig, University of Maryland

Theme 6: Teachers as Co-regulators: Scaffolding Student Uncertainty Navigation in Science Learning (Table 6) - Yu Ye, Arizona State University

Theme 6: Gesturing Uncertainty in Introductory Physics Collaborative Learning (Table 6) - Minghui Zhu, University at Buffalo - SUNY

Theme 6: Regulatory Focus and the Testing Effect: Cognitive and Motivational Pathways of Retrieval Practice (Table 6) - Vishal Easwar, Boston College

Theme 7: Developing Self-Regulated Learners to Meet the Demands of Reading and Writing in the Elementary Grades (Table 7 Chair) - Karen R. Harris, Independent Consultant

Theme 7: Examining Teachers' Perspectives on Khanmigo: A Case Study of AI Implementation in K–12 Education (Table 7) - Kolawole Michael Afolabi, Oklahoma State University

Theme 7: Exploring Self-Regulated Learning Strategies in AI-Supported EFL Writing (Table 7) - Azzah Alzahrani, University at Buffalo - SUNY

Theme 7: Predicting Preschoolers’ Reading Engagement: The Roles of Self-Regulation and Early Literacy Skills (Table 7) - Alicia Delgado, University of Utah

Theme 7: Every Voice Matters: Piloting an Equitable Classroom Discussion Protocol to Motivate All in Elementary Science (Table 7) - Lin Yan, Arizona State University