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Zhu, Gaoxia
- PublicationEmbargoPurpose and goal pursuit as a self‐sustaining system: Evidence of daily within‐person reciprocity among adolescents in self‐driven learning(Wiley, 2024)
;Ratner, Kaylin ;Gladstone, Jessica R.; ;Li, Qingyi ;Estevez, MelodyBurrow, Anthony L.Objective
Despite long-standing assumptions that a sense of purpose in life and goal pursuit are mutually supportive, empirical evidence of their reciprocity remains deficient. In the context of a unique out-of-school time program that empowers youth to pursue passions through self-driven learning, we examined whether purpose and one aspect of goal pursuit—perceptions of goal progress—work together to sustain themselves and each other over time.Method
Adolescents (N = 321) completed daily surveys throughout program enrollment (Menrollment = 69.09 days). Through dynamic structural equation modeling, we derived within-person patterns of day-to-day prediction as well as individual differences in these patterns.Results
We found purpose and perceived goal progress exhibited significant daily inertia (i.e., autoregressive prediction) and reciprocity (i.e., cross-lagged prediction) at the within-person level. We also found initial evidence suggesting (a) tighter reciprocity was related to greater perceived goal progress overall and (b) people with greater purpose inertia may rely less on making goal progress to sustain momentum.Conclusions
With evidence of daily purpose-progress reciprocity, the field can look forward to replicating this work in other contexts, diving deeper into interesting patterns of within-person dynamics, and developing interventions to support youth striving.Scopus© Citations 1 40 25 - PublicationMetadata onlyExploring behavioural patterns and their relationships with social annotation outcomes(Wiley, 2024)
;Li, Shan ;Huang, Xiaoshan; ;Du, Hanxiang ;Zhong, Tianlong ;Hou, ChenyuZheng, JuanBackground
Social annotation has emerged as a promising educational technology that fosters collaborative reading and discussion of digital resources among learners. While the positive impact of social annotation on students' learning process and performance is widely acknowledged, students' behavioural patterns in social annotation are underexplored.
Objectives
This study investigated patterns in students' use of annotation and response behaviours in social annotation activities. We also explored how students' performance in the behavioural, cognitive, emotional, and social dimensions varied based on their behavioural patterns.
Methods
We recruited 93 undergraduates who were enrolled in an elective course at a large North American University. Students were tasked with collaboratively annotating the class readings uploaded to Perusall, a social annotation platform, over 7 weeks. We used metaclustering to determine the optimal number of clusters pertaining to student behaviours. We compared the differences among clusters across multiple performance dimensions.
Results and Conclusions
Two distinct clusters were identified and defined as initiators and responders. We found that responders had significantly longer active reading time and exhibited greater social annotation effort compared to initiators. However, initiators received more peer acknowledgement, as evidenced by higher upvotes. No significant difference was found in cognitive insight between initiators and responders, but responders demonstrated significantly higher cognitive discrepancy. Additionally, there were no significant differences in positive and negative tones between initiators and responders; however, responders displayed higher levels of prosocial behaviours than initiators. This study has significant practical implications regarding promoting students' collaborative learning experience in social annotation.
WOS© Citations 1Scopus© Citations 3 18 - PublicationEmbargoHow trait and state positive emotions, negative emotions, and self-regulation relate to adolescents’ perceived daily learning progress(Elsevier, 2024)
; ;Zheng, Juan ;Ratner, Kaylin ;Li, Qingyi ;Estevez, MelodyBurrow, Anthony L.Previous research is replete with evidence that emotions and self-regulation work together to influence learning performance, but distinct trait and state features of emotions and self-regulation are rarely considered. With an analytic sample comprising 9,501 daily diaries from 280 adolescents participating in a self-driven learning program, this study used multilevel modeling to examine how trait and state positive and negative emotions and self-regulation interact to predict adolescents' perceived daily learning progress. Results suggested that daily perceived learning progress was associated with trait and state positive emotions and self-regulation, as well as trait negative emotions. Furthermore, there was a significant positive interaction between state positive emotions and state self-regulation on perceived daily learning progress, such that when adolescents' state self-regulation was higher than usual, their perceived daily learning progress was more sensitive to state positive emotion. Results underscore the importance of enhancing adolescents' self-regulation and positive emotion, and the feasibility of facilitating adolescents' learning even if they are in a state of greater negative emotion.
Scopus© Citations 1 135 13 - PublicationOpen AccessMining teacher informal online learning networks: Insights from massive educational chat tweetsSocial-media-based teacher learning networks have the affordance to grant flexibility of time and space for teachers’ professional learning, support the development and sustainability of social networking, and meet their just-in-time needs for exchanging knowledge, negotiating meaning and accessing resources. However, most existing research on teacher online learning networks relies on qualitative methods and self-report data. There is a lack of study using quantitative methods to study large networks, especially using authentic data from social media. This work adds to the literature through mining teacher informal online learning networks using authentic data retrieved from Twitter. Specifically, we collected around half a million tweets and developed a network with the data. Then, various social network analysis techniques were utilized to explore the network structure and characteristics, participants’ behavioral patterns and how individuals connected with each other. We found that members of massive teacher informal online learning networks tended to communicate more with others of similar characteristics forming homogeneous communities, while hub participants connected many small communities which are significantly from one another, and hence, are the key to degree heterogeneity in a large network.
WOS© Citations 5Scopus© Citations 9 103 157 - PublicationMetadata onlyInvestigating the effect of emotional tone on learners’ reading engagement and peer acknowledgement in social annotation(Australasian Society for Computers in Learning in Tertiary Education, 2024)
;Huang, Xiaoshan ;Zheng, Juan ;Li, Shan; ;Du, Hanxiang ;Zhong, Tianlong ;Hou, ChenyuLajoie, SusanneSocial annotation fosters collaborative learning by encouraging knowledge sharing and a community of inquiry. However, research has primarily focused on the cognitive aspect of social annotation. This study aims to contribute an emotional perspective to the existing literature on social annotation. Specifically, we used the valence-aware dictionary for sentiment reasoning algorithm to measure students’ emotional tones in 1,954 comments posted during social annotation. We then utilised linear mixed-effect models to examine the effect of emotional tone on students’ reading engagement and peer acknowledgement, respectively. Our findings indicate that students who posted more positive sentiment comments were more likely to spend more time engaging in social annotation and receive peer acknowledgement. These findings offer insights into the significance of emotional tone in social annotation and the design of scaffolding strategies to foster positive emotional tone.12 - PublicationEmbargoWhat distinguishes students’ engineering design performance: Design behaviors, design iterations, and application of science conceptsEngineering design that requires mathematical analysis, scientific understanding, and technology is critical for preparing students for solving engineering problems. In simulated design environments, students are expected to learn about science and engineering through their design. However, there is a lack of understanding concerning linking science concepts with design problems to design artifacts. This study investigated how 99 high school students applied science concepts to solarize their school using a computer-aided engineering design software, aiming to explore the interaction between students’ science concepts and engineering design behaviors. Students were assigned to three groups based on their design performance: the achieving group, proficient group, and emerging group. By mining log activities, we explored the interactions among students’ application of science concepts, engineering design behaviors, design iterations, and their design performance. We found that the achieving group has a statistically higher number of design iterations than the other two performance groups. We also identified distinctive transition patterns in students’ applying science concepts and exercising design behaviors among three groups. The implications of this study are then discussed.
24 56 - PublicationOpen AccessDaily adolescent purposefulness, daily subjective well-being, and individual differences in autistic traitsDespite being a valued resource for adolescent health and development, the field maintains an incomplete view of how youths’ sense of purpose in life corresponds with their subjective well-being (SWB; i.e., greater life satisfaction and positive affect, lower negative affect). These blind spots are especially noticeable at the daily level, and the field further fails to consider how daily associations between purpose and SWB might vary across important individual differences. This study addresses these gaps in the literature using a daily diary approach to track adolescents (N = 204; Mage = 16.42 years; 70.1% female) across approximately 70 days of enrollment in GripTape, a U.S.-based out-of-school time program that supports engagement with personally meaningful activities. We found that on days teens felt more purposeful than usual, they tended to report greater SWB. Moreover, we failed to find evidence that subclinical autistic traits, an individual difference that corresponded with lower daily SWB ratings, moderated the observed daily benefits of feeling more purposeful than usual. With one of the longest consecutive studies of youth well-being to date, our work shows that day-to-day fluctuations in purpose are a useful addition to the adolescent SWB landscape. Following this necessary observational groundwork, future research may invest in creating and testing purpose opportunities for a more inclusive range of youth.
WOS© Citations 3Scopus© Citations 6 122 57 - PublicationOpen AccessEvolution of the academic emotions of academically low-achieving students in knowledge buildingKnowledge Building is a pedagogical approach that emphasizes students’ collective responsibility to continuously improve their community knowledge. Advancing the frontiers of community knowledge is an exciting but challenging process, especially for low-achieving students, because it involves a continuous experience of cognitive disequilibrium and equilibrium. This knowledge generation process triggers various emotions (e.g., curiosity, surprise, and confusion) that may promote or hinder Knowledge Building. This study investigated the types and evolution of emotions experienced by academically low-achieving students in the Knowledge Building process supported by Knowledge Forum. The participants were 120 students from two Grade 9 classes and two Grade 11 classes in a Band 3 secondary school in Hong Kong. This school enrolls students performing at the 10th percentile on a pre-admission government examination at the end of elementary school. The participants built knowledge around Visual Arts. The emotions reflected in the digital Knowledge Forum notes and the evolution patterns of emotions in inquiry threads were both analyzed using content analysis and sequential pattern analysis. The participants demonstrated a high percentage of joy and relatively low percentages of frustration and boredom. Emotions were likely to maintain consistency (e.g., joy to joy) or transition between similar emotions (e.g., boredom to frustration) in the inquiry threads. By synthesizing the emotion transitions and subsequences manifested in the inquiry threads of different classes, we constructed a model of the evolution of emotions of academically low-achieving students during Knowledge Building. This model has implications for designing scaffolding or interventions to facilitate low-achieving students' learning and promote favorable emotions.
WOS© Citations 3Scopus© Citations 7 61 58 - PublicationEmbargoUniversity instructors’ changes of conceptions about teaching and learning in knowledge building professional developmentThis study examined university instructors’ changes in conceptions of teaching and learning through a compact Knowledge Building Professional Development (KBPD) program. Ten instructors from an autonomous university in Singapore joined this study. Data were gathered from multiple sources, including classroom artefacts, surveys, and interviews. The analysis of classroom artefacts and surveys indicated that after KBPD, instructors held a more constructivist view of learning and were more inclined to foster environments where students actively co-construct and co-create knowledge. Interviews provided further insights into the specific aspects of these changes, including viewing learning as a knowledge-building process, a deeper understanding of collaborative learning, increased awareness of student empowerment, and viewing Knowledge Forum (KF) as a catalyst for change. This study shows the possibility of shifting instructors’ conceptions through short interventions. The design considerations for future teacher PD programs are discussed.
9 6 - PublicationOpen AccessInteracting with supportive adults predicts greater same‒day psychosocial functioning among adolescents in a self‒driven learning program
Introduction
Supportive adults are a critical component of effective out-of-school time (OST) youth programs, yet the short-term dynamics that underlie their role are poorly understood. Within GripTape, a US-wide self-driven learning program, we examined if interactions with program-assigned adults (i.e., Champions) correspond with youths' daily psychosocial functioning (i.e., sense of purpose, self-concept clarity, and self-esteem).Method
Participants were 204 North American adolescents (M [SD] = 16.42 [1.18] years; female = 70.1%, male = 25.0%) enrolled in GripTape, a remote OST program that empowers under-resourced teens to pursue their passions for ~10 weeks. During enrollment, youth are given autonomy to structure their learning goals and methods to best match their needs; a stipend of up to 500 USD; and an adult Champion to act as a touchpoint. Data collection consisted of a baseline survey before the program launch and a 5-min survey on each day of enrollment.Results
Across ~70 days, we found that youth reported greater psychosocial functioning on days they reported interacting with their Champion. After controlling for same-day psychosocial functioning, we failed to find evidence that Champion interactions predicted youths' next-day psychosocial functioning.Conclusion
In addition to being among the first studies to investigate the daily benefits of youth-adult interactions within OST programming, this study documents the short-term incremental change that may underlie previous work on OST program outcomes.WOS© Citations 1Scopus© Citations 1 89 2
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