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.