Research Projects | Shiyi's Research Group

Metacognitive Regulation and Learning (McWm)

This study aims to explore the role of metacognitive regulation (monitoring & control) in children's and adults' learning outcomes, controlling for working memory.

We are recruiting typically developing children (age 4-6) and college-aged adults. Click here to read the consent form.

Farm to ECE Educators' Professional Development program

The goal of this project is to enhance rural educators’ and students’ food and agricultural literacy via a self-sustaining professional development program that is rooted in research on metacognition. This project is a joint effort between UI Faculty and extension educators.

This work is supported by the Professional Development for Agricultural Literacy grant program, [grant no. 2021-08927/project accession no. 1027835], from the U.S. Department of Agriculture, National Institute of Food and Agriculture.

A manuscript based on year-1 results is in the works. CLICK HERE TO SEE OUR YEAR-1 RESULTS PRESENTATION

Metacognition and Science Teaching project (McSci) examines the role of metacognitive awareness in preschool/kindergarten teachers' science teaching efficacy. This mixed-methods study employed qualitative interviews and online survey approaches. Multilevel regression results showed that teachers who scored high on metacognitive planning strategy also scored higher in science teaching efficacy.

McSci is the preliminary study for the Grow to Learn (GTL).

CLICK HERE TO VIEW A CONFERENCE POSTER

Grow to learn (GTL) is a novel preschool/kindergarten teachers' professional development program. GTL supports teachers' science teaching practice within the framework of metacognition. This project is currently ongoing.

This project is funded by American Psychological Association - Division 15 Early Career Grant.

CLICK HERE TO VIEW THE JOURNAL PUBLICATION

Emotive Intelligent Spaces (EIS) is an intervention study that examines EIS' impact on children's self-regulation and cognitive performance. EIS, the intervention mechanism, leverages affective computing algorithms and human color perception.

This project is funded by Moutain West Clinical Translational Research Infrastructure Network Grant (award number U54 GM104 ).

Data collection was in summer 2021, we are now cleaning and analyzing data.

CLICK HERE TO VIEW THE JOURNAL PUBLICATION

Teacher preparation and science teaching efficacy: This mixed-methods study explores preservice teachers' science teaching efficacy in four universities.

CLICK HERE TO VIEW THE JOURNAL PUBLICATION

Home learning environment study: COVID-19 disrupted traditional ways of teaching and learning, This project explored preK-3rd grade students' home learning experience within the first five months after the pandemic lock-down began.

CLICK HERE TO VIEW THE JOURNAL PUBLICATION

TIMSS 2015 study examined science and mathematic achievement in the U.S., South Korea, and Turkey.

Click to see our publication:

1. Gender, attitude, and science achievement

2. Science achievement

3. Mathematics achievement