ENA traced different self-regulation configurations across design students' self-efficacy groups
Frontiers in Psychology
How self-regulated learning characteristics and trajectories differed among university design students grouped by initial self-efficacy. The high-self-efficacy group showed more performance and self-reflection characteristics, earlier interest and task-value recognition, later cognitive and metacognitive strategy use, and an anticipation–behaviour–reflection loop. Grouping students on an initial measure and analyzing course reflections supports relational association and temporal description, not proof that self-efficacy caused the observed regulatory configuration.
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