Nie, M.Q. , Wu, M.Q. , Hadwin, A.F. , Rostampour, R. & MacDonald, S.W.S. (April 2023). Examining the Relationships Among Achievement Goal Orientations, Goal Management Practices, and Academic Challenges. Paper presented at the American Educational Research Association Conference. Chicago, United States.
Achievement goals are important for understanding students’ motivation and academic performance. However, it remains unclear how achievement goals interact with self-regulatory practices in terms of academic outcomes. Therefore, the present study explored the direct and indirect relationships among achievement goals, goal management practices, and academic challenges. Participants were 193 university students enrolled in a learning-to-learn course from a Canadian university. Results showed that mastery-approach goals negatively predict all types of academic challenges and positively predicted goal management practices, whereas mastery-avoidance goals positively predicted challenges of goal and time management, initiating-sustaining engagement, and metacognition and negatively predicted goal management practices. Furthermore, goal management practices mediated the relationship between mastery-approach orientations and motivational, goal and time management-related, and metacognitive challenges.
Wu, M., Askari, S., Hadwin, A. F., Rostampour, R., Cieslik, V., & Hood, M. (April 2023). Measuring the complexity of self-regulated learning and academic challenges for adolescents in Canada. Paper presented at the American Educational Research Association Conference. Chicago, United States. https://tinyurl.com/2jhxdtg8
Research that uses self-report measures to examine the complexity of self-regulated learning (SRL) for adolescents is rare. This study contributes to the extant literature by addressing the multi-component character of SRL based on Winne and Hadwin’s (1998) SRL model. Thus, this study empirically evaluated the psychometric properties of the Self-Regulated Learning Profile and Self-Diagnostic (SRL-PSD) instrument for adolescents. Participants were 370 adolescents from a Western Canadian middle school. The SRL-PSD was administered to students through LimeSurvey during a 25-minute instructional session. Results demonstrated the SRL-PSD was a reliable and valid measurement to examine adolescents’ SRL practices and academic challenges. Additionally, correlational analyses showed that SRL practices and academic challenges were significantly associated to student engagement.
Kapil, M., Rostampour, R. & Hadwin, A. (April 2023). Doing well and Feeling Well: Investigating the contributions of Stress regulation and SRL Practices on Student Success Outcomes. Poster presented at the annual meeting of the American Educational Research Association, Chicago, Ill. https://tinyurl.com/2zo9jrw5 This study examines the underlying mechanisms by which stress mindsets and coping self-efficacy beliefs contribute to student success. Specifically, the mediational role of self-regulated learning (SRL) practices is examined in explaining the relationship between coping self-efficacy in the context of stress mindset (e.g., stress regulation) and two kinds of student success outcomes: (a) doing well academically (decreased motivational challenges), and (b) feeling well at university or mental health. This research is important for identifying directions for interventions that can help students cope with stress, which is expected in academic contexts, more productively. Results showed stress regulation predicts an increase in mental health and decrease in motivational challenges, these associations are greater when the mediators for SRL practices are included.
Grewal, K., Azher, S., Moreno, M., Patino Melo, L., Pekrun, R., Wiseman, J., Fried, G.M., Lajoie, S., Brydges, R., Hadwin, A., Sun, N.Z., Khalil, E., & Harley, J.M. (April 2023) Effects of Emotions on Perceptions of Performance and Team Mood in Team-Based Medical Simulations. Paper presented at the 2023 Annual Meeting of The American Educational Research Association. https://tinyurl.com/2fus7c6k Team-based medical simulations allow healthcare learners to practice skills within realistic environments. However, few studies examined healthcare learners’ emotions within team-based simulations and the effects of these emotions on performance or team mood. The present study evaluated how team leaders’ and members’ emotional states in team-based medical simulations affected perceptions of performance and team mood. Findings suggest that pre-simulation positive activating emotions was a positive predictor for perceived team performance. Negative activating emotions was a negative predictor of perceived individual performance, though has different associations with perceived team mood depending on when the emotion is experienced. Specifically, pre-simulation negative activating emotions was a negative predictor of team mood, while post-simulation negative activating emotions was a positive predictor of team mood.
Moreno, M., Patino Melo, L., Grewal, K., Pekrun, R., Lajoie, S.P., Brydges, R., Wiseman, J., Sun, N., Khalil, E., Azher, S., Fried, G.M., Hadwin, A., & Harley, J.M. (April 2023). The Role of Leadership in Team-Regulation Dynamics and Performance Within a Crisis Resource Management (CRM) Simulation. Paper presented at the Annual Meeting of The American Educational Research Association. https://tinyurl.com/2nldwrld
Medical simulations allow trainees to work as teams to practice real-world scenarios. Understanding is limited because literature is sparse on the role of leadership in how teams work together and effectively manage themselves. The research team studied eight 2nd year medical residents as they engaged in two crisis resource management (CRM) simulations within a high-fidelity simulation environment. Results suggest that effective leadership helped team members regulate their responses, resulting in: 1) fewer bottlenecks in decisions, and 2) better opportunities to “closing the loop” on difficult tasks. These results provide steps to advance the use of a group-regulation based framework for developing leadership skills in the context of medical team dynamics.
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