Students using the ACF-PA approach developed significantly greater self-regulated learning conceptions than students using the C-PA approach¶
Claim · All claims
Evidence · 1 study · causalr2·q2·i2medium
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i2 The ACF-PA group scored significantly higher on post-questionnaire self-regulated learning conceptions than the C-PA group (F = 5.105, p < .05, η2 = .075). → Chen-Chen Liu 2025
Evidence¶
Chen-Chen Liu 2025¶
Chen-Chen Liu, Gwo-Jen Hwang, Peng Yu, Yun-Fang Tu, Youmei Wang. (2025). Effects of an automated corrective feedback-based peer assessment approach on students' learning achievement, motivation, and self-regulated learning conceptions in foreign language pronunciation. Education Tech Research Dev. https://doi.org/10.1007/s11423-025-10484-z
q2 · i2 · causal · r2
Quasi-experiment measuring self-regulated learning conceptions via a questionnaire adapted from Lee and Tsai (2011); the article reports "a significant difference between the experimental group and the control group" favoring ACF-PA.
"Table 3 shows the ANCOVA result, which illustrates a significant difference between the experimental group and the control group (F = 5.105, p < .05, η2 = .075)"
Discussion¶
Related Claims¶
- Students using the ACF-PA approach showed significantly higher intrinsic motivation than students using the C-PA approach, with no significant difference in extrinsic motivation — related
- Students perceived the ACF-PA approach positively, citing technical benefits, enriched learning content, an optimized learning process, and motivation to think deeply — related
- Teaching a ChatGPT agent improves students' self-regulated learning, specifically self-efficacy and use of cognitive strategies — related
- Students showed significant learning gains on domain knowledge (large effect) and concept maps (medium effect) after a 45-minute SRL-rich learning task — related
- Personalized SRL email interventions increased post-course self-regulation scores relative to control in a MOOC, while the general intervention did not — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
acf-pa-improves-self-regulated-learning-conceptions |
title |
Students using the ACF-PA approach developed significantly greater self-regulated learning conceptions than students using the C-PA approach |
description |
Students using the ACF-PA approach developed significantly greater self-regulated learning conceptions than students using the C-PA approach |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2025 |
generated |
by process:wiki-ingest on 2026-10-28 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — chen-chen-liu-2025 |
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