Conceptions of knowledge construction showed no significant relationships with students' reported regulation strategies¶

Claim · All claims
Evidence · 1 study · associational r2 · q3
Currency · newest study 2008 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? In both hypothesized models, conceptions of knowledge construction did not significantly predict regulation strategies. → Loyens 2008

Evidence¶

Loyens 2008¶

Loyens, S. M. M., Rikers, R. M. J. P., & Schmidt, H. G. (2008). Relationships between students' conceptions of constructivist learning and their regulation and processing strategies. Instructional Science. https://doi.org/10.1007/s11251-008-9065-6

q3 · i? · associational · r2

SEM path analysis across both the ILS and MSLQ models (N = 98); Table 3 and Table 4 show non-significant path estimates from conceptions of knowledge construction to all regulation variables, despite these conceptions predicting tutor-observed learning activities in earlier research.

"Conceptions of knowledge construction did not show any significant relationships with students' reported regulation strategies."

Discussion¶

Related Claims¶

• Conceptions of self-regulated learning had small, non-significant relationships with actual reported self-regulation activities — related
• Structural relations exist between students' conceptions of constructivist learning and their regulation and processing strategies — reports the opposite
• Students who doubt their own learning capacity are at risk of adopting an inadequate lack-of-regulation strategy — related
• Conceptions of motivation to learn relate positively to self-regulation and external regulation and negatively to lack of regulation — related
• Structural relations exist between students' conceptions of constructivist learning and their regulation and processing strategies, and doubting students risk inadequate regulation — reports the opposite