ArticleFrontiers in psychology2025
Who regulates? Effects of scaffolding in system- and self-regulated learning.
Article in Frontiers in psychology, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. An erratum has been issued. Cited by 1 paper.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
1 citing paper in PubMed.
- Adaptive teaching, self-regulated learning and mathematics learning outcomes: a social cognitive model of learner agency in vocational education.Frontiers in psychology · 2026Article
Corrections and comments
- Erratum issued
Authors and funding
2 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Background: In adaptive learning settings, fine-grained dynamic measurements of learner characteristics (e.g., prior knowledge) and system-based decisions (e.g., adjusting task difficulty) enable learners to follow an individual learning path. Thus, the system takes over the regulation of the learning process. According to self-regulated learning, the learners could also do this themselves. Scaffolding offers a possibility to support the learner in system-based settings and self-regulated learning situations by making system decisions comprehensible and compensating for problems in self-regulation. Objectives: This study aims to investigate the influence of the agency of regulation (self-regulation/system-regulation) in combination with scaffolding (with/without) on learning performance and self-efficacy. Methods: We conducted a 2 × 2 experimental study with Results: The results showed a significant main effect of scaffolding on learning performance (recall) and self-efficacy. Furthermore, the results revealed a significant moderation effect regarding prior knowledge. An interaction effect and a main effect for the agency of regulation were not found. Conclusion: In further studies, the role of scaffolding within the interplay of system-based learning and self-regulation should be investigated in more depth by including the design of scaffolds and individual self-regulatory processes.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.