TY - GEN
T1 - Anxiety, Achievement, and Self-Regulated Learning in CueThink
AU - Andres, Alexandra L.J.M.
AU - Baker, Ryan S.
AU - Hutt, Stephen J.
AU - Mills, Caitlin
AU - Zhang, Jiayi
AU - Rhodes, Sam
AU - DePiro, Allison
N1 - Publisher Copyright:
© ISLS.
PY - 2023
Y1 - 2023
N2 - The effects of educational anxiety have been observed across multiple disciplines; anxiety negatively influences cognition, self-regulation, performance, and educational outcomes. However, there has been limited research on anxiety within the context of interactive learning environments. In the current research, we expand this by assessing whether and how trait-level anxiety (assessed as a pre- and post-measure in a year-long study) is related to students' self-regulated learning strategies, behaviors, belief, and achievement in the context of an open-ended math problem-solving platform, called CueThink. Results indicate that anxiety is negatively related to key constructs involving math achievement. Altogether, our findings generally imply that students with higher anxiety may avoid interacting with their stressors, in this case, math content, effectively contributing to poorer outcomes. We discuss our findings within the context of research and pedagogical and system design.
AB - The effects of educational anxiety have been observed across multiple disciplines; anxiety negatively influences cognition, self-regulation, performance, and educational outcomes. However, there has been limited research on anxiety within the context of interactive learning environments. In the current research, we expand this by assessing whether and how trait-level anxiety (assessed as a pre- and post-measure in a year-long study) is related to students' self-regulated learning strategies, behaviors, belief, and achievement in the context of an open-ended math problem-solving platform, called CueThink. Results indicate that anxiety is negatively related to key constructs involving math achievement. Altogether, our findings generally imply that students with higher anxiety may avoid interacting with their stressors, in this case, math content, effectively contributing to poorer outcomes. We discuss our findings within the context of research and pedagogical and system design.
UR - http://www.scopus.com/inward/record.url?scp=105005941104&partnerID=8YFLogxK
M3 - Conference article
AN - SCOPUS:105005941104
T3 - Computer-Supported Collaborative Learning Conference, CSCL
SP - 258
EP - 265
BT - ISLS Annual Meeting 2023
A2 - Blikstein, Paulo
A2 - Van Aalst, Jan
A2 - Kizito, Rita
A2 - Brennan, Karen
PB - International Society of the Learning Sciences (ISLS)
T2 - 17th International Conference of the Learning Sciences, ICLS 2023
Y2 - 10 June 2023 through 15 June 2023
ER -