Generative AI (GenAI) tools are now common learning companions for adolescents, yet how they regulate their use during authentic learning tasks remains poorly understood. Self-regulated learning (SRL) and high-level help-seeking (HS) are commonly proposed as safeguards against passive or shortcut-oriented use, but most empirical studies focus on aggregate learning outcomes rather than these moment-to-moment processes during AI-supported learning. This work-in-progress examines open-ended conversational data from 98 Grade-9 students across three German Gymnasium schools, who used a web-based Mistral-Large tutor to prepare a curriculum-aligned mathematics skill before an exam. Alongside chat logs (1,616 turns; 808 student turns), we collected pre-post domain knowledge, pre-chat learning needs, and self-reported cognitive load. We propose a turn-level codebook combining theory-driven SRL and HS constructs with two LLM-specific inductive codes (agency over the AI; epistemic vigilance), and report preliminary AI-coded results. Although students overwhelmingly selected scaffolded support before the chat, their interactions were dominated by instrumental requests with almost no explicit monitoring or evaluation. Post-test performance was significantly lower than pre-test, and higher extraneous cognitive load predicted lower post-test scores after controlling for prior knowledge. We discuss how these patterns can support hybrid human-AI analysis of interaction patterns and inform scaffolds for more agentic and epistemically proactive GenAI use.

翻译：生成式AI（GenAI）工具已成为青少年常见的学习伙伴，但他们在真实学习任务中如何调控其使用仍鲜为人知。自我调节学习（SRL）和高阶求助行为（HS）通常被提出作为防止被动或捷径导向使用的保障机制，但大多数实证研究关注的是总体学习结果而非AI支持学习过程中的实时动态。这项进行中的研究分析了来自三所德国文理中学的98名九年级学生开放式对话数据，这些学生使用基于网页的Mistral-Large导师系统，在考试前准备一项与课程同步的数学技能。除聊天日志（共1,616轮对话，含808轮学生发言）外，我们还收集了前后测领域知识、聊天前学习需求及自我报告认知负荷数据。我们提出一个回合级编码框架，融合理论驱动的SRL与HS构念及两个LLM特定归纳编码（对AI的主体性与认知警觉性），并报告初步的AI编码结果。尽管学生们在聊天前绝大多数选择脚手架支持，但其互动以工具性请求为主，几乎无明确监控或评估行为。后测成绩显著低于前测，且控制先验知识后，额外认知负荷越高，后测分数越低。我们探讨了这些模式如何支持人机混合分析交互行为模式，并为更具主体性和认知主动性的GenAI使用提供支架设计启示。