While the capacity to self-regulate has been found to be crucial for secondary school students, prior studies often rely on self-report surveys and think-aloud protocols that present notable limitations in capturing self-regulated learning (SRL) processes. This study advances the understanding of SRL in secondary education by using trace data to examine SRL processes during multi-source writing tasks, with higher education participants included for comparison. We collected fine-grained trace data from 66 secondary school students and 59 university students working on the same writing tasks within a shared SRL-oriented learning environment. The data were labelled using Bannert's validated SRL coding scheme to reflect specific SRL processes, and we examined the relationship between these processes, essay performance, and educational levels. Using epistemic network analysis (ENA) to model and visualise the interconnected SRL processes in Bannert's coding scheme, we found that: (a) secondary school students predominantly engaged in three SRL processes -- Orientation, Re-reading, and Elaboration/Organisation; (b) high-performing secondary students engaged more in Re-reading, while low-performing students showed more Orientation process; and (c) higher education students exhibited more diverse SRL processes such as Monitoring and Evaluation than their secondary education counterparts, who heavily relied on following task instructions and rubrics to guide their writing. These findings highlight the necessity of designing scaffolding tools and developing teacher training programs to enhance awareness and development of SRL skills for secondary school learners.

翻译：尽管自我调节能力已被证实对中学生至关重要，但先前研究多依赖自我报告问卷和有声思维法，这些方法在捕捉自我调节学习过程方面存在明显局限。本研究通过使用学习痕迹数据考察多源写作任务中的SRL过程，并纳入高等教育参与者作为比较，推进了对中学教育阶段SRL的理解。我们收集了66名中学生和59名大学生在同一SRL导向学习环境中完成相同写作任务时的细粒度学习痕迹数据。采用Bannert经验证的SRL编码方案对数据进行标注以反映特定SRL过程，并检验了这些过程与论文成绩、教育水平之间的关系。通过使用认知网络分析对Bannert编码方案中相互关联的SRL过程进行建模与可视化，研究发现：（a）中学生主要涉及三种SRL过程——任务定向、重读以及精细化/组织加工；（b）高成绩中学生更多进行重读过程，而低成绩学生则表现出更多任务定向过程；（c）与严重依赖任务说明和评分标准指导写作的中学生相比，高等教育学生展现出更多样化的SRL过程（如监控与评估）。这些发现凸显了设计支架工具和开展教师培训项目以提升中学生SRL技能意识与发展水平的必要性。