Class

Article

College

Emma Eccles Jones College of Education and Human Services

Department

Instructional Technology and Learning Sciences Department

Faculty Mentor

David Feldon

Presentation Type

Oral Presentation

Abstract

The Purpose of the Study:

  • Investigate the dynamic interaction between SRL, academic emotions, and CLT to address a significant gap in educational research, focusing on their collective impact on student learning.
  • Examine the complex, bidirectional relationships among academic emotions, SRL, and CLT, considering their changes over time and across different educational contexts.
  • Advance understanding of student engagement and learning outcomes by merging theoretical insights with practical strategies for educators, aiming for a comprehensive approach.
  • Develop targeted educational interventions by offering a holistic perspective that integrates key psychological and cognitive factors, tailored to meet the needs of students in diverse settings.
  • Enhance teaching and learning effectiveness through a better understanding of how SRL, academic emotions, and CLT interact and influence student success.

Location

Logan, UT

Start Date

4-10-2024 2:30 PM

End Date

4-10-2024 3:20 PM

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Apr 10th, 2:30 PM Apr 10th, 3:20 PM

The Dynamic Interplay of Self-Regulated Learning, Academic Emotions, And Cognitive Load Theory in Student Learning

Logan, UT

The Purpose of the Study:

  • Investigate the dynamic interaction between SRL, academic emotions, and CLT to address a significant gap in educational research, focusing on their collective impact on student learning.
  • Examine the complex, bidirectional relationships among academic emotions, SRL, and CLT, considering their changes over time and across different educational contexts.
  • Advance understanding of student engagement and learning outcomes by merging theoretical insights with practical strategies for educators, aiming for a comprehensive approach.
  • Develop targeted educational interventions by offering a holistic perspective that integrates key psychological and cognitive factors, tailored to meet the needs of students in diverse settings.
  • Enhance teaching and learning effectiveness through a better understanding of how SRL, academic emotions, and CLT interact and influence student success.