Structural relations exist between students' conceptions of constructivist learning and their regulation and processing strategies, and doubting students risk inadequate regulation¶

Claim · All claims
Evidence · 1 study · associational r? · q2
Currency · newest study 2008 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Students' conceptions of constructivist learning are structurally related to their regulation and processing strategies, and students who doubt their own learning capacities seem at risk for adopting an inadequate regulation strategy. → Loyens 2008

Evidence¶

Loyens 2008¶

Loyens, S. M. M., & Gijbels, D. (2008). Understanding the effects of constructivist learning environments: introducing a multi-directional approach. Instructional Science, 36, 351–357. https://doi.org/10.1007/s11251-008-9059-4

q2 · i? · associational · r?

Summary of the Loyens, Rikers, and Schmidt study examining how students' conceptions about constructivist learning affect their actual study behavior in terms of regulation and processing strategies, reported from a student perspective. Strengths of the relations are not printed here.

"The authors conclude that structural relations exist between conceptions of constructivist learning and regulation and processing strategies. Their study also indicates that students who express doubt with regard to their own learning capacities seem to be at risk"

Discussion¶

Related Claims¶

• Peer feedback promoted critical reflection, collaboration and engagement, but students doubted its reliability because peers were statistics beginners — related
• Students see obtaining explanations for their doubts as ChatGPT's most useful role in learning computer science — related
• The authors argue that constructivists talking about constructivist learning environments is not necessarily a paradox — related
• Structural relations exist between students' conceptions of constructivist learning and their regulation and processing strategies — possibly the same claim (merge candidate)
• Students who doubt their own learning capacity are at risk of adopting an inadequate lack-of-regulation strategy — a narrower finding that bears on this claim
• Conceptions of motivation to learn relate positively to self-regulation and external regulation and negatively to lack of regulation — related
• Studies since 2004 confirm strong interrelations among processing strategies, regulation strategies, conceptions, and motivations of learning patterns — a broader claim this one bears on
• Students' conceptions of self-regulated learning can diverge from their reported self-regulated learning activities — a narrower finding that bears on this claim
• Conceptions of knowledge construction showed no significant relationships with students' reported regulation strategies — reports the opposite