Sylvie C. Cartier
Papers
1
Total Citations
25
H-Index
1
About
Sylvie C. Cartier’s research lies at the intersection of self-regulated learning (SRL), task interpretation, and educational design, with a particular focus on how students navigate complex, open-ended projects. Her work illuminates the cognitive and metacognitive processes that underpin effective learning, especially in engineering and design contexts. In her highly cited 2013 study, Cartier explored how high school students and college freshmen interpret tasks and deploy SRL strategies during an engineering design project. This foundational work revealed critical developmental differences in how learners approach ill-structured problems, highlighting the need for targeted instructional support. With over 25 citations, this study has shaped subsequent research on scaffolding self-regulation in project-based learning environments. Cartier’s contributions extend to curriculum development, where she advocates for embedding SRL instruction into authentic design tasks. Her insights are invaluable for educators seeking to foster deeper engagement and autonomy in students. Through her rigorous, exploratory approach, Cartier has advanced our understanding of the dynamic interplay between task perception and strategic learning, making her a key voice in contemporary educational psychology.
Research Focus
Key Achievements
Top Papers
- 1