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|Title:||Associations Between Self-Regulated Learning Strategies and Science Assignment Score in a Digital Literacy Platform|
|Keywords:||Learning and Identity|
|Publisher:||International Society of the Learning Sciences (ISLS)|
|Citation:||Farhana, E., Rutherford, T., & Lynch, C. (2020). Associations Between Self-Regulated Learning Strategies and Science Assignment Score in a Digital Literacy Platform. In Gresalfi, M. and Horn, I. S. (Eds.), The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020, Volume 1 (pp. 645-648). Nashville, Tennessee: International Society of the Learning Sciences.|
|Abstract:||Self-regulated learning (SRL) strategies are connected to student achievement and learning outcomes. However, students may get few opportunities to learn, practice, and apply these strategies in traditional classrooms. We examine the associations between SRL strategies and performance in a digital literacy platform, Actively Learn, for K-12 education. This platform gives students opportunities to engage in SRL and collects trace data on their use of the system. We examined four SRL-related features from 14,575 students’ activity data. We applied hierarchical linear models using assignment scores as the outcome variable. We found that all SRL strategies have positive associations with science score and that these associations are stronger for short-answer score than for multiple choice question scores. Our results support the construct validity of log measures of SRL and offer insights into how the benefits of SRL may vest differently depending on assessment type.|
|Appears in Collections:||ICLS 2020|
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