{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,3,23]],"date-time":"2026-03-23T22:04:35Z","timestamp":1774303475451,"version":"3.50.1"},"reference-count":53,"publisher":"Emerald","issue":"1","content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":[],"published-print":{"date-parts":[[2026,2,4]]},"abstract":"<jats:sec>\n                    <jats:title>Purpose<\/jats:title>\n                    <jats:p>This study aims to investigate low-achieving learners\u2019 motivational changes in a self-regulated learning (SRL) training program featuring a personalized mechanism and an agency-supported design. Learners\u2019 changes in self-efficacy, task value and goal orientations were examined in tandem with engagement to capture the multidimensionality of motivation.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Design\/methodology\/approach<\/jats:title>\n                    <jats:p>This mixed-method study collected both quantitative data (n = 27) via questionnaires and log files, and qualitative data (n = 4) through semi-structured individual interviews and written accounts. Nonparametric tests were used for quantitative analysis while events from the log data were defined and coded as engagement, performance-goal-related behaviors and mastery-goal-related behaviors. Qualitative data went through content analysis in which instances relevant to motivational changes and the underlying factors were identified.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Findings<\/jats:title>\n                    <jats:p>For participants whose data revealed aligned changes in motivation and engagement, the interactions between engagement and different goal orientations were highlighted; furthermore, their self-efficacy beliefs and perceived task value were positively influenced by the opportunities for self-management and agency-supported design realized through mobile learning. There were also participants whose data showed a diverging direction of changes between motivation and engagement. Possible factors contributing to this divergence relate to their strong performance goal orientation and hazy metacognitive knowledge.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Originality\/value<\/jats:title>\n                    <jats:p>Teachers interested in helping increase learners\u2019 motivation for SRL are encouraged to take advantage of learners\u2019 behavioral data as complementary to self-report data. Understanding what contributed to the differences will help teachers pinpoint difficulties low-achieving learners face and optimize the training program. Metacognitive knowledge and performance goal orientations are two particularly important elements needing to be addressed in the future.<\/jats:p>\n                  <\/jats:sec>","DOI":"10.1108\/itse-09-2024-0236","type":"journal-article","created":{"date-parts":[[2025,5,9]],"date-time":"2025-05-09T05:42:40Z","timestamp":1746769360000},"page":"1-24","source":"Crossref","is-referenced-by-count":1,"title":["What does engagement tell us about low-achieving learners\u2019 motivational changes in a mobile-assisted personalized SRL training program?"],"prefix":"10.1108","volume":"23","author":[{"given":"Hui-Chia Judy","family":"Shih","sequence":"first","affiliation":[{"name":"National Chung Hsing University Language Center, , Taichung,","place":["Taiwan"]}],"role":[{"role":"author","vocabulary":"crossref"}]}],"member":"140","published-online":{"date-parts":[[2025,5,12]]},"reference":[{"key":"2026020303265936100_ref001","doi-asserted-by":"publisher","first-page":"104085","DOI":"10.1016\/j.compedu.2020.104085","article-title":"Associations between learning analytics dashboard exposure and motivation and self-regulated learning","volume":"162","author":"Aguilar","year":"2021","journal-title":"Computers and Education"},{"issue":"4","key":"2026020303265936100_ref002","doi-asserted-by":"publisher","first-page":"224","DOI":"10.1080\/00461520.2010.517740","article-title":"Automated, unobtrusive, action-by-action assessment of self-regulation during learning with an intelligent tutoring system","volume":"45","author":"Aleven","year":"2010","journal-title":"Educational Psychologist"},{"issue":"2","key":"2026020303265936100_ref003","doi-asserted-by":"publisher","first-page":"191","DOI":"10.1037\/\/0033-295x.84.2.191","article-title":"Self-efficacy: toward a unifying theory of behavioral change","volume":"84","author":"Bandura","year":"1977","journal-title":"Psychological Review"},{"issue":"1","key":"2026020303265936100_ref004","doi-asserted-by":"crossref","first-page":"1","DOI":"10.1146\/annurev.psych.52.1.1","article-title":"Social cognitive theory: an agentic perspective","volume":"52","author":"Bandura","year":"2001","journal-title":"Annual Review of Psychology"},{"issue":"1","key":"2026020303265936100_ref005","doi-asserted-by":"publisher","first-page":"35","DOI":"10.1186\/s41239-016-0035-9","article-title":"On-campus or online: examining self-regulation and cognitive transfer skills in different learning settings","volume":"13","author":"Barak","year":"2016","journal-title":"International Journal of Educational Technology in Higher Education"},{"key":"2026020303265936100_ref006","doi-asserted-by":"publisher","first-page":"149","DOI":"10.1007\/978-3-030-81222-5_7","volume-title":"Visualizations and Dashboards for Learning Analytics","author":"Bayrak","year":"2021"},{"issue":"3","key":"2026020303265936100_ref007","doi-asserted-by":"publisher","first-page":"572","DOI":"10.1007\/s12528-018-9186-0","article-title":"The design, development, and implementation of student-facing learning analytics dashboards","volume":"30","author":"Bodily","year":"2018","journal-title":"Journal of Computing in Higher Education"},{"key":"2026020303265936100_ref008","doi-asserted-by":"publisher","DOI":"10.1007\/978-3-030-36119-8","volume-title":"Handbook of Research in Educational Communications and Technology","author":"Broadbent","year":"2020"},{"key":"2026020303265936100_ref009","doi-asserted-by":"publisher","first-page":"11","DOI":"10.1145\/3576050.3576052","article-title":"Logs or self-reports? 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