Ineffective Learning Behaviors and Their Psychological Mechanisms among Adolescents in Online Learning: A Narrative Review

Abstract

During the COVID-19 pandemic, many countries and regions experienced a surge in online learning, but the public complained about and questioned its effectiveness. One of the most important reasons for this was the inadequate metacognitive abilities of adolescents. Studies in learning sciences have identified various inefficient learning behaviors among students in online learning, including help abuse, help avoidance, and wheel spinning; all closely related to metacognition. Despite concerns about ecological validity, researchers in psychology have proposed the agenda-based regulation framework, the COPES model, and MAPS model, which may help explain the inefficient learning behaviors among adolescents in online learning. Future studies should aim to verify these theoretical frameworks within the context of online learning and elucidate the causes of inefficient learning behaviors; the design and optimization of online learning systems should be informed by theories in cognitive psychology.