Simulating the dynamics of self-regulation, emotion, grit, and student performance in cyber-learning environments.

This research presents the results of development and validation of the Cyclical Self-Regulated Learning (SRL) Simulation Model, a model of student cognitive and metacognitive experiences learning mathematics within an intelligent tutoring system (ITS). Patterned after Zimmerman and Moylan's (2009) Cyclical SRL Model, the Simulation Model depicts a feedback cycle connecting forethought, performance and self-reflection, with emotion hypothesized as a key determinant of student learning. A mathematical model was developed in steps, using data collected from students during their sessions within the ITS, developing solutions using structural equation modeling, and using these coefficients to calibrate a System Dynamics (SD) Simulation model. Results provide validation of the Cyclical SRL Model, confirming the interplay of grit, emotion, and performance in the ITS. The Simulation Model enables mathematical simulations depicting a variety of student background types and intervention styles and supporting deeper future explorations of dimensions of student learning.