How do business students self-regulate their project management learning? A sequence mining study

Abstract

The relation between learning strategies and academic achievement has been proven to be strong in multiple studies. Still, the connection between micro-level SRL processes and the academic achievement of business students in learning project management remains unstudied. The current study aims to find how sequence mining can identify students using different learning tactics and strategies in terms of micro-level SRL processes. Our findings show that there are differences in the use of tactics and strategies between low and high performing students. Understanding the differences in how low and high performing students apply different micro-level SRL processes can help practitioners identify students in need of support for SRL. © 2022 Copyright for this paper by its authors. Use permitted under Creative Commons License Attribution 4.0 International (CC BY 4.0). CEUR Workshop Proceedings (CEUR-WS.org)