Self-Regulated Learning and Discussion-Post Behaviors as Predictors of Learning Outcomes: Evidence from nStudy Trace Data

This study examined how disciplinary background and assignment type were associated with intrinsic motivation, discussion-post behaviors, self-regulated learning (SRL), and learning outcomes in higher education. A total of 171 university students from computer science and humanities and social sciences completed either implementation or written assignments. Learning processes were recorded using nStudy, and questionnaires on motivation, discussion-post behaviors, and critical thinking were administered; course grades were collected. Results showed significant differences by disciplinary background and assignment type in motivation, selected discussion-post behaviors, and critical thinking, whereas fewer differences were found in trace-based SRL behaviors. No significant interaction effects were found. Regression analyses further showed that discussion-post behaviors were more consistent predictors of critical thinking and course grade than intrinsic motivation or SRL behaviors. These findings highlight the importance of considering disciplinary background and assignment type when interpreting students’ learning processes and outcomes.