ArticleFrontiers in psychology2026
Adaptive teaching, self-regulated learning and mathematics learning outcomes: a social cognitive model of learner agency in vocational education.
Article in Frontiers in psychology, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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
0 citing papers in PubMed.
No citing paper in PubMed yet.
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
2 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Introduction: This study examined the associations among adaptive teaching practices, self-regulated learning (SRL), and mathematics learning outcomes in vocational education, with SRL conceptualized as a form of learner agency within Zimmerman's social-cognitive model of self-regulated learning. Methods: A quantitative cross-sectional design was used with questionnaire data from 350 vocational education students enrolled in mathematics-related courses. Confirmatory factor analysis and structural equation modeling were conducted using SPSS and AMOS. The indirect association through SRL was assessed using 2,000 bootstrap resamples. Results: Adaptive teaching was positively associated with SRL (β= 0.520, Discussion: The findings indicate that adaptive instructional support and learner self-regulation are complementary components of vocational mathematics learning. The results extend SRL theory by representing teacher-provided adaptive support and learner regulation within a single structural model. Because the study used a cross-sectional design, the indirect association should not be interpreted as causal evidence.
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.