The Impact of Taiwan Adaptive Learning Platform (TALP) on Self-Regulated Learning and Mathematics Achievement
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| Title: | The Impact of Taiwan Adaptive Learning Platform (TALP) on Self-Regulated Learning and Mathematics Achievement |
|---|---|
| Language: | English |
| Authors: | Chia-Hua Lin (ORCID |
| Source: | Educational Psychology. 2026 46(3):458-479. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 22 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Grade 6 Intermediate Grades Middle Schools |
| Descriptors: | Mathematics Achievement, Foreign Countries, Self Management, Electronic Learning, Grade 6, Elementary School Mathematics, Elementary School Students, Educational Technology, Technology Uses in Education, Instructional Effectiveness, Mathematics Instruction, Academic Achievement |
| Geographic Terms: | Taiwan |
| DOI: | 10.1080/01443410.2025.2561028 |
| ISSN: | 0144-3410 1469-5820 |
| Abstract: | As digital learning becomes integral to primary education, understanding how adaptive platforms influence academic outcomes and self-regulated learning (SRL) is critical. This study investigates the relationship among digital learning platforms, SRL, and mathematics achievement in primary education, using a large-scale quasi-experimental design involving 4,442 sixth-grade students in Taiwan. Employing the Taiwan Adaptive Learning Platform (TALP), this study examined the direct effects of TALP on maths achievement and SRL, as well as the mediating role of SRL. Results demonstrated significant enhancements in both SRL and mathematics achievement among TALP users. Mediation analysis confirmed that SRL partially mediates the relationship between TALP use and maths performance, highlighting dual pathways to enhance math performance. Notably, TALP reshaped SRL, particularly benefiting students with lower initial SRL. The findings of this study underscore the importance of integrating adaptive digital platforms, with embedded SRL support, into mathematics curricula to enhance academic performance and critical learning competencies. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1502861 |
| Database: | ERIC |
| Abstract: | As digital learning becomes integral to primary education, understanding how adaptive platforms influence academic outcomes and self-regulated learning (SRL) is critical. This study investigates the relationship among digital learning platforms, SRL, and mathematics achievement in primary education, using a large-scale quasi-experimental design involving 4,442 sixth-grade students in Taiwan. Employing the Taiwan Adaptive Learning Platform (TALP), this study examined the direct effects of TALP on maths achievement and SRL, as well as the mediating role of SRL. Results demonstrated significant enhancements in both SRL and mathematics achievement among TALP users. Mediation analysis confirmed that SRL partially mediates the relationship between TALP use and maths performance, highlighting dual pathways to enhance math performance. Notably, TALP reshaped SRL, particularly benefiting students with lower initial SRL. The findings of this study underscore the importance of integrating adaptive digital platforms, with embedded SRL support, into mathematics curricula to enhance academic performance and critical learning competencies. |
|---|---|
| ISSN: | 0144-3410 1469-5820 |
| DOI: | 10.1080/01443410.2025.2561028 |
