-
1
-
-
84924207779
-
Defining and measuring engagement and learning in science: Conceptual, theoretical, methodological, and analytical issues
-
Azevedo, R., Defining and measuring engagement and learning in science: Conceptual, theoretical, methodological, and analytical issues. Educational Psychologist 50:1 (2015), 84–94 http://doi.org/10.1080/00461520.2015.1004069.
-
(2015)
Educational Psychologist
, vol.50
, Issue.1
, pp. 84-94
-
-
Azevedo, R.1
-
2
-
-
84906092810
-
Using trace data to examine the complex roles of cognitive, metacognitive, and emotional self-regulatory processes during learning with multi-agent systems
-
R. Azevedo V. Aleven Springer New York, NY
-
Azevedo, R., Harley, J., Trevors, G., Duffy, M., Feyzi-Behnagh, R., Bouchet, F., et al. Using trace data to examine the complex roles of cognitive, metacognitive, and emotional self-regulatory processes during learning with multi-agent systems. Azevedo, R., Aleven, V., (eds.) International handbook of metacognition and learning technologies, 2013, Springer, New York, NY, 427–449 http://doi.org/10.1007/978-1-4419-5546-3_28.
-
(2013)
International handbook of metacognition and learning technologies
, pp. 427-449
-
-
Azevedo, R.1
Harley, J.2
Trevors, G.3
Duffy, M.4
Feyzi-Behnagh, R.5
Bouchet, F.6
-
3
-
-
74949139956
-
Self-regulated use of hypermedia
-
D.J. Hacker J. Dunlosky A.C. Graesser Routledge New York, NY
-
Azevedo, R., Witherspoon, A.M., Self-regulated use of hypermedia. Hacker, D.J., Dunlosky, J., Graesser, A.C., (eds.) Handbook of metacognition in education, 2009, Routledge, New York, NY, 319–339.
-
(2009)
Handbook of metacognition in education
, pp. 319-339
-
-
Azevedo, R.1
Witherspoon, A.M.2
-
4
-
-
84917242811
-
-
Routledge New York, NY
-
Baker, M., Andriessen, J., Järvelä, S., (eds.) Affective learning together. Social and emotional dimensions of collaborative learning, 2013, Routledge, New York, NY.
-
(2013)
Affective learning together. Social and emotional dimensions of collaborative learning
-
-
Baker, M.1
Andriessen, J.2
Järvelä, S.3
-
5
-
-
83055184525
-
Supporting self-regulated hypermedia learning through prompts
-
Bannert, M., Reimann, P., Supporting self-regulated hypermedia learning through prompts. Instructional Science 40:1 (2012), 193–211 https://doi.org/10.1007/s11251-011-9167-4.
-
(2012)
Instructional Science
, vol.40
, Issue.1
, pp. 193-211
-
-
Bannert, M.1
Reimann, P.2
-
6
-
-
84906084993
-
Process mining techniques for analysing patterns and strategies in students' self-regulated learning
-
Bannert, M., Reimann, P., Sonnenberg, C., Process mining techniques for analysing patterns and strategies in students' self-regulated learning. Metacognition and Learning 9:2 (2014), 161–185 https://doi.org/10.1007/s11409-013-9107-6.
-
(2014)
Metacognition and Learning
, vol.9
, Issue.2
, pp. 161-185
-
-
Bannert, M.1
Reimann, P.2
Sonnenberg, C.3
-
7
-
-
0038504590
-
When smart groups fail
-
Barron, B., When smart groups fail. Journal of the Learning Sciences 12:3 (2003), 307–359 https://doi.org/10.1207/S15327809JLS1203.
-
(2003)
Journal of the Learning Sciences
, vol.12
, Issue.3
, pp. 307-359
-
-
Barron, B.1
-
8
-
-
84881229509
-
Extending self-regulated learning to include self-regulated emotion strategies
-
Ben-Eliyahu, A., Linnenbrink-Garcia, L., Extending self-regulated learning to include self-regulated emotion strategies. Motivation and Emotion 37:3 (2013), 558–573 https://doi.org/10.1007/s11031-012-9332-3.
-
(2013)
Motivation and Emotion
, vol.37
, Issue.3
, pp. 558-573
-
-
Ben-Eliyahu, A.1
Linnenbrink-Garcia, L.2
-
9
-
-
84882465177
-
Understanding students' affective processes in the classroom
-
P. Schutz R. Pekrun G. Phye Academic Press San Diego, CA
-
Boekaerts, M., Understanding students' affective processes in the classroom. Schutz, P., Pekrun, R., Phye, G., (eds.) Emotion in education, 2007, Academic Press, San Diego, CA, 37–56.
-
(2007)
Emotion in education
, pp. 37-56
-
-
Boekaerts, M.1
-
10
-
-
84868302564
-
Emotions, emotion regulation, and self-regulation of learning
-
B.J. Zimmerman D.H. Schunk Routledge New York, NY
-
Boekaerts, M., Emotions, emotion regulation, and self-regulation of learning. Zimmerman, B.J., Schunk, D.H., (eds.) Handbook of self-regulation of learning and performance, 2011, Routledge, New York, NY, 408–425.
-
(2011)
Handbook of self-regulation of learning and performance
, pp. 408-425
-
-
Boekaerts, M.1
-
11
-
-
84941620021
-
Emotions and emotion regulation in academic settings
-
L. Corno E.M. Anderman Routledge New York
-
Boekaerts, M., Pekrun, R., Emotions and emotion regulation in academic settings. Corno, L., Anderman, E.M., (eds.) Handbook of educational psychology, 2015, Routledge, New York, 76–90.
-
(2015)
Handbook of educational psychology
, pp. 76-90
-
-
Boekaerts, M.1
Pekrun, R.2
-
12
-
-
0038757214
-
Motivation and the ecology of collaborative learning
-
R. Joiner K. Littleton D. Faulkner D. Miell Free Association Books London
-
Crook, C., Motivation and the ecology of collaborative learning. Joiner, R., Littleton, K., Faulkner, D., Miell, D., (eds.) Rethinking collaborative learning, 2000, Free Association Books, London, 161–178.
-
(2000)
Rethinking collaborative learning
, pp. 161-178
-
-
Crook, C.1
-
13
-
-
84928256864
-
Exploring evolutions in reciprocal peer tutoring groups' socially shared metacognitive regulation and identifying its metacognitive correlates
-
De Backer, L., Van Keer, H., Valcke, M., Exploring evolutions in reciprocal peer tutoring groups' socially shared metacognitive regulation and identifying its metacognitive correlates. Learning and Instruction 38 (2015), 63–78 https://doi.org/10.1016/j.learninstruc.2015.04.001.
-
(2015)
Learning and Instruction
, vol.38
, pp. 63-78
-
-
De Backer, L.1
Van Keer, H.2
Valcke, M.3
-
14
-
-
0042575272
-
Emotion regulation across the life span: An integrative perspective emphasizing self-regulation, positive affect, and dyadic processes
-
Diamond, L.M., Aspinwall, L.G., Emotion regulation across the life span: An integrative perspective emphasizing self-regulation, positive affect, and dyadic processes. Motivation and Emotion 27:2 (2003), 125–156 https://doi.org/10.1023/A:1024521920068.
-
(2003)
Motivation and Emotion
, vol.27
, Issue.2
, pp. 125-156
-
-
Diamond, L.M.1
Aspinwall, L.G.2
-
15
-
-
84872343073
-
Effective self- and co-regulation in collaborative learning groups: An analysis of how students regulate problem solving of authentic interdisciplinary tasks
-
DiDonato, N.C., Effective self- and co-regulation in collaborative learning groups: An analysis of how students regulate problem solving of authentic interdisciplinary tasks. Instructional Science 41:1 (2013), 25–47 https://doi.org/10.1007/s11251-012-9206-9.
-
(2013)
Instructional Science
, vol.41
, Issue.1
, pp. 25-47
-
-
DiDonato, N.C.1
-
16
-
-
84939970952
-
Team regulation in a simulated medical emergency: An in-depth analysis of cognitive, metacognitive, and affective processes
-
Duffy, M.C., Azevedo, R., Sun, N.-Z., Griscom, S.E., Stead, V., Crelinsten, L., Lachapelle, K., Team regulation in a simulated medical emergency: An in-depth analysis of cognitive, metacognitive, and affective processes. Instructional Science 43:3 (2015), 401–426 https://doi.org/10.1007/s11251-014-9333-6.
-
(2015)
Instructional Science
, vol.43
, Issue.3
, pp. 401-426
-
-
Duffy, M.C.1
Azevedo, R.2
Sun, N.-Z.3
Griscom, S.E.4
Stead, V.5
Crelinsten, L.6
Lachapelle, K.7
-
17
-
-
85013498648
-
Advanced, analytic, automated (AAA) measurement of engagement during learning
-
D'Mello, S., Dieterle, E., Duckworth, A., Advanced, analytic, automated (AAA) measurement of engagement during learning. Educational Psychologist 52:2 (2017), 104–123 https://doi.org/10.1080/00461520.2017.1281747.
-
(2017)
Educational Psychologist
, vol.52
, Issue.2
, pp. 104-123
-
-
D'Mello, S.1
Dieterle, E.2
Duckworth, A.3
-
18
-
-
78951472735
-
Interactions of metacognition with motivation and affect in self-regulated learning: The MASRL Model
-
Efklides, A., Interactions of metacognition with motivation and affect in self-regulated learning: The MASRL Model. Educational Psychologist 46:1 (2011), 6–25 https://doi.org/10.1080/00461520.2011.538645.
-
(2011)
Educational Psychologist
, vol.46
, Issue.1
, pp. 6-25
-
-
Efklides, A.1
-
19
-
-
84864126551
-
An investigation into the capacity of student motivation and emotion regulation strategies to predict engagement and resilience in the middle school classroom
-
Fried, L., Chapman, E., An investigation into the capacity of student motivation and emotion regulation strategies to predict engagement and resilience in the middle school classroom. Australian Educational Researcher 39:3 (2012), 295–311 https://doi.org/10.1007/s13384-011-0049-1.
-
(2012)
Australian Educational Researcher
, vol.39
, Issue.3
, pp. 295-311
-
-
Fried, L.1
Chapman, E.2
-
20
-
-
84865607994
-
Self and social regulation of learning during collaborative activities in the classroom: The interplay of individual and group cognition
-
Grau, V., Whitebread, D., Self and social regulation of learning during collaborative activities in the classroom: The interplay of individual and group cognition. Learning and Instruction 22:6 (2012), 401–412 https://doi.org/10.1016/j.learninstruc.2012.03.003.
-
(2012)
Learning and Instruction
, vol.22
, Issue.6
, pp. 401-412
-
-
Grau, V.1
Whitebread, D.2
-
21
-
-
85141534435
-
Self-regulation, co-regulation and shared regulation in collaborative learning environments
-
D.H. Schunk J.A. Greene 2nd ed. New York, NY
-
Hadwin, A.F., Järvelä, S., Miller, M., Self-regulation, co-regulation and shared regulation in collaborative learning environments. Schunk, D.H., Greene, J.A., (eds.) Handbook of self-regulation of learning and performance, 2nd ed., 2017 New York, NY.
-
(2017)
Handbook of self-regulation of learning and performance
-
-
Hadwin, A.F.1
Järvelä, S.2
Miller, M.3
-
22
-
-
79955424235
-
Self-regulation, coregulation, and socially shared regulation: Exploring perspectives of social in self-regulated learning theory
-
Hadwin, A., Oshige, M., Self-regulation, coregulation, and socially shared regulation: Exploring perspectives of social in self-regulated learning theory. Teachers College Record 113:2 (2011), 240–264.
-
(2011)
Teachers College Record
, vol.113
, Issue.2
, pp. 240-264
-
-
Hadwin, A.1
Oshige, M.2
-
23
-
-
85008689626
-
Socially shared regulation of learning and participation in social interaction in collaborative learning
-
Isohätälä, J., Järvenoja, H., Järvelä, S., Socially shared regulation of learning and participation in social interaction in collaborative learning. International Journal of Educational Research 81 (2017), 11–24.
-
(2017)
International Journal of Educational Research
, vol.81
, pp. 11-24
-
-
Isohätälä, J.1
Järvenoja, H.2
Järvelä, S.3
-
24
-
-
84873818141
-
New frontiers: Regulating learning in CSCL
-
Järvelä, S., Hadwin, A.F., New frontiers: Regulating learning in CSCL. Educational Psychologist 48:1 (2013), 25–39 https://doi.org/10.1080/00461520.2012.748006.
-
(2013)
Educational Psychologist
, vol.48
, Issue.1
, pp. 25-39
-
-
Järvelä, S.1
Hadwin, A.F.2
-
25
-
-
79955459964
-
Socially constructed self-regulated learning and motivation regulation in collaborative learning groups
-
Järvelä, S., Järvenoja, H., Socially constructed self-regulated learning and motivation regulation in collaborative learning groups. Teachers College Record 113:2 (2011), 350–374.
-
(2011)
Teachers College Record
, vol.113
, Issue.2
, pp. 350-374
-
-
Järvelä, S.1
Järvenoja, H.2
-
26
-
-
84922168591
-
Exploring socially-shared regulation in the context of collaboration
-
Järvelä, S., Järvenoja, H., Malmberg, J., Hadwin, A., Exploring socially-shared regulation in the context of collaboration. The Journal of Cognitive Education and Psychology 12:3 (2013), 267–286 https://doi.org/10.1891/1945-8959.12.3.267.
-
(2013)
The Journal of Cognitive Education and Psychology
, vol.12
, Issue.3
, pp. 267-286
-
-
Järvelä, S.1
Järvenoja, H.2
Malmberg, J.3
Hadwin, A.4
-
27
-
-
84956926429
-
How do types of interaction and phases of self-regulated learning set a stage for collaborative engagement?
-
Järvelä, S., Järvenoja, H., Malmberg, J., Isohätälä, J., Sobocinski, M., How do types of interaction and phases of self-regulated learning set a stage for collaborative engagement?. Learning and Instruction 43 (2016), 39–51 https://doi.org/10.1016/j.learninstruc.2016.01.005.
-
(2016)
Learning and Instruction
, vol.43
, pp. 39-51
-
-
Järvelä, S.1
Järvenoja, H.2
Malmberg, J.3
Isohätälä, J.4
Sobocinski, M.5
-
28
-
-
84982108622
-
Socially shared regulation of learning in CSCL: Understanding and prompting individual- and group-level shared regulatory activities
-
Järvelä, S., Kirschner, P.A., Hadwin, A., Järvenoja, H., Malmberg, J., Miller, M., et al. Socially shared regulation of learning in CSCL: Understanding and prompting individual- and group-level shared regulatory activities. International Journal of Computer Supported Collaborative Learning 11:3 (2016), 263–280 https://doi.org/10.1007/s11412-016-9238-2.
-
(2016)
International Journal of Computer Supported Collaborative Learning
, vol.11
, Issue.3
, pp. 263-280
-
-
Järvelä, S.1
Kirschner, P.A.2
Hadwin, A.3
Järvenoja, H.4
Malmberg, J.5
Miller, M.6
-
29
-
-
84961291114
-
Enhancing socially shared regulation in collaborative learning groups: Designing for CSCL regulation tools
-
Järvelä, S., Kirschner, P.A., Panadero, E., Malmberg, J., Phielix, C., Jaspers, J., et al. Enhancing socially shared regulation in collaborative learning groups: Designing for CSCL regulation tools. Educational Technology Research and Development 63:1 (2015), 125–142 https://doi.org/10.1007/s11423-014-9358-1.
-
(2015)
Educational Technology Research and Development
, vol.63
, Issue.1
, pp. 125-142
-
-
Järvelä, S.1
Kirschner, P.A.2
Panadero, E.3
Malmberg, J.4
Phielix, C.5
Jaspers, J.6
-
30
-
-
84947930950
-
Recognizing socially shared regulation by using the temporal sequences of online chat and logs in CSCL
-
Järvelä, S., Malmberg, J., Koivuniemi, M., Recognizing socially shared regulation by using the temporal sequences of online chat and logs in CSCL. Learning and Instruction 42 (2016), 1–11 https://doi.org/10.1016/j.learninstruc.2015.10.006.
-
(2016)
Learning and Instruction
, vol.42
, pp. 1-11
-
-
Järvelä, S.1
Malmberg, J.2
Koivuniemi, M.3
-
31
-
-
85092448530
-
What multimodal data tell about self-regulated learning process?
-
(Submitted)
-
Järvelä, S., Malmberg, J., Sobocinski, M., Haataja, E., Kirschner, P., What multimodal data tell about self-regulated learning process?. 2017 (Submitted).
-
(2017)
-
-
Järvelä, S.1
Malmberg, J.2
Sobocinski, M.3
Haataja, E.4
Kirschner, P.5
-
32
-
-
68249155334
-
Emotion control in collaborative learning situations - do students regulate emotions evoked from social challenges?
-
Järvenoja, H., Järvelä, S., Emotion control in collaborative learning situations - do students regulate emotions evoked from social challenges?. British Journal of Educational Psychology 79:3 (2009), 463–481 https://doi.org/10.1348/000709909X402811.
-
(2009)
British Journal of Educational Psychology
, vol.79
, Issue.3
, pp. 463-481
-
-
Järvenoja, H.1
Järvelä, S.2
-
33
-
-
84942881976
-
Understanding regulated learning in situative and contextual frameworks
-
Järvenoja, H., Järvelä, S., Malmberg, J., Understanding regulated learning in situative and contextual frameworks. Educational Psychologist 50:3 (2015), 204–219 https://doi.org/10.1080/00461520.2015.1075400.
-
(2015)
Educational Psychologist
, vol.50
, Issue.3
, pp. 204-219
-
-
Järvenoja, H.1
Järvelä, S.2
Malmberg, J.3
-
34
-
-
84871309636
-
Regulation of emotions in socially challenging learning situations: An instrument to measure the adaptive and social nature of the regulation process
-
Järvenoja, H., Volet, S., Järvelä, S., Regulation of emotions in socially challenging learning situations: An instrument to measure the adaptive and social nature of the regulation process. Educational Psychology 33:1 (2013), 31–58 https://doi.org/10.1080/01443410.2012.742334.
-
(2013)
Educational Psychology
, vol.33
, Issue.1
, pp. 31-58
-
-
Järvenoja, H.1
Volet, S.2
Järvelä, S.3
-
35
-
-
84949492916
-
Teachers' emotions and emotion regulation strategies: Self- and students' perceptions
-
Jiang, J., Vauras, M., Volet, S., Wang, Y., Teachers' emotions and emotion regulation strategies: Self- and students' perceptions. Teaching and Teacher Education 54 (2016), 22–31 https://doi.org/10.1016/j.tate.2015.11.008.
-
(2016)
Teaching and Teacher Education
, vol.54
, pp. 22-31
-
-
Jiang, J.1
Vauras, M.2
Volet, S.3
Wang, Y.4
-
36
-
-
80054020995
-
Socially shared regulation in collaborative groups: An analysis of the interplay between quality of social regulation and group processes
-
Kempler Rogat, T., Linnenbrink-Garcia, L., Socially shared regulation in collaborative groups: An analysis of the interplay between quality of social regulation and group processes. Cognition and Instruction 29:4 (2011), 375–415 https://doi.org/10.1080/07370008.2011.607930.
-
(2011)
Cognition and Instruction
, vol.29
, Issue.4
, pp. 375-415
-
-
Kempler Rogat, T.1
Linnenbrink-Garcia, L.2
-
37
-
-
84886476131
-
Motivation in collaborative groups
-
C.E. Hmelo-Silver C.A. Chinn C.K.K. Chan A. O'Donnell Routledge New York, NY
-
Kempler Rogat, T., Linnenbrink-Garcia, L., DiDonato, N., Motivation in collaborative groups. Hmelo-Silver, C.E., Chinn, C.A., Chan, C.K.K., O'Donnell, A., (eds.) International handbook of collaborative learning, 2013, Routledge, New York, NY, 250–267.
-
(2013)
International handbook of collaborative learning
, pp. 250-267
-
-
Kempler Rogat, T.1
Linnenbrink-Garcia, L.2
DiDonato, N.3
-
38
-
-
84939879796
-
Productive group engagement in cognitive activity and metacognitive regulation during collaborative learning: Can it explain differences in students' conceptual understanding?
-
Khosa, D.K., Volet, S.E., Productive group engagement in cognitive activity and metacognitive regulation during collaborative learning: Can it explain differences in students' conceptual understanding?. Metacognition and Learning 9:3 (2014), 287–307 https://doi.org/10.1007/s11409-014-9117-z.
-
(2014)
Metacognition and Learning
, vol.9
, Issue.3
, pp. 287-307
-
-
Khosa, D.K.1
Volet, S.E.2
-
39
-
-
77955980697
-
Significance of context in university students' (meta)cognitions related to group work: A multi-layered, multi-dimensional and cultural approach
-
Kimmel, K., Volet, S., Significance of context in university students' (meta)cognitions related to group work: A multi-layered, multi-dimensional and cultural approach. Learning and Instruction 20:6 (2010), 449–464 https://doi.org/10.1016/j.learninstruc.2009.05.004.
-
(2010)
Learning and Instruction
, vol.20
, Issue.6
, pp. 449-464
-
-
Kimmel, K.1
Volet, S.2
-
40
-
-
84885922432
-
Social aspects of CSCL environments: A research framework
-
Kreijns, K., Kirschner, P.A., Vermeulen, M., Social aspects of CSCL environments: A research framework. Educational Psychologist 48:4 (2013), 229–242 https://doi.org/10.1080/00461520.2012.750225.
-
(2013)
Educational Psychologist
, vol.48
, Issue.4
, pp. 229-242
-
-
Kreijns, K.1
Kirschner, P.A.2
Vermeulen, M.3
-
41
-
-
84903209384
-
Group regulation and social-emotional interactions observed in computer supported collaborative learning: Comparison between good vs. poor collaborators
-
Kwon, K., Liu, Y.-H., Johnson, L.P., Group regulation and social-emotional interactions observed in computer supported collaborative learning: Comparison between good vs. poor collaborators. Computers & Education 78 (2014), 185–200 http://doi.org/10.1016/j.compedu.2014.06.004.
-
(2014)
Computers & Education
, vol.78
, pp. 185-200
-
-
Kwon, K.1
Liu, Y.-H.2
Johnson, L.P.3
-
42
-
-
84938990681
-
The role of regulation in medical student learning in small groups: Regulating oneself and others' learning and emotions
-
Lajoie, S.P., Lee, L., Poitras, E., Bassiri, M., Kazemitabar, M., Cruz-Panesso, I., et al. The role of regulation in medical student learning in small groups: Regulating oneself and others' learning and emotions. Computers in Human Behavior 52 (2015), 601–616 http://doi.org/10.1016/j.chb.2014.11.073.
-
(2015)
Computers in Human Behavior
, vol.52
, pp. 601-616
-
-
Lajoie, S.P.1
Lee, L.2
Poitras, E.3
Bassiri, M.4
Kazemitabar, M.5
Cruz-Panesso, I.6
-
43
-
-
78650548839
-
Affect and engagement during small group instruction
-
Linnenbrink-Garcia, L., Kempler Rogat, T., Koskey, K.L., Affect and engagement during small group instruction. Contemporary Educational Psychology 36:1 (2011), 13–24 http://doi.org/10.1016/j.cedpsych.2010.09.001.
-
(2011)
Contemporary Educational Psychology
, vol.36
, Issue.1
, pp. 13-24
-
-
Linnenbrink-Garcia, L.1
Kempler Rogat, T.2
Koskey, K.L.3
-
44
-
-
85013025331
-
Capturing temporal and sequential patterns of self-, co-, and socially shared regulation in the context of collaborative learning
-
Malmberg, J., Järvelä, S., Järvenoja, H., Capturing temporal and sequential patterns of self-, co-, and socially shared regulation in the context of collaborative learning. Contemporary Educational Psychology 49 (2017), 160–174 https://doi.org/10.1016/j.cedpsych.2017.01.009.
-
(2017)
Contemporary Educational Psychology
, vol.49
, pp. 160-174
-
-
Malmberg, J.1
Järvelä, S.2
Järvenoja, H.3
-
45
-
-
84938971719
-
Promoting socially shared regulation of learning in CSCL: Progress of socially shared regulation among high- and low-performing groups
-
Malmberg, J., Järvelä, S., Järvenoja, H., Panadero, E., Promoting socially shared regulation of learning in CSCL: Progress of socially shared regulation among high- and low-performing groups. Computers in Human Behavior 52 (2015), 562–572 https://doi.org/10.1016/j.chb.2015.03.082.
-
(2015)
Computers in Human Behavior
, vol.52
, pp. 562-572
-
-
Malmberg, J.1
Järvelä, S.2
Järvenoja, H.3
Panadero, E.4
-
46
-
-
84940001240
-
Using multiple, contextualized data sources to measure learners' perceptions of their self-regulated learning
-
McCardle, L., Hadwin, A.F., Using multiple, contextualized data sources to measure learners' perceptions of their self-regulated learning. Metacognition and Learning 10:1 (2015), 43–75 https://doi.org/10.1007/s11409-014-9132-0.
-
(2015)
Metacognition and Learning
, vol.10
, Issue.1
, pp. 43-75
-
-
McCardle, L.1
Hadwin, A.F.2
-
47
-
-
79955440225
-
Research on individual differences within a sociocultural perspective: Co-regulation and adaptive learning
-
McCaslin, M., Burross, H.L., Research on individual differences within a sociocultural perspective: Co-regulation and adaptive learning. Teachers College Record 113:2 (2011), 325–349.
-
(2011)
Teachers College Record
, vol.113
, Issue.2
, pp. 325-349
-
-
McCaslin, M.1
Burross, H.L.2
-
48
-
-
33845296608
-
Re-conceptualizing emotion and motivation to learn in classroom contexts
-
Meyer, D.K., Turner, J.C., Re-conceptualizing emotion and motivation to learn in classroom contexts. Educational Psychology Review 18:4 (2006), 377–390 https://doi.org/10.1007/s10648-006-9032-1.
-
(2006)
Educational Psychology Review
, vol.18
, Issue.4
, pp. 377-390
-
-
Meyer, D.K.1
Turner, J.C.2
-
49
-
-
84938958815
-
Scripting and awareness tools for regulating collaborative learning: Changing the landscape of support in CSCL
-
Miller, M., Hadwin, A., Scripting and awareness tools for regulating collaborative learning: Changing the landscape of support in CSCL. Computers in Human Behavior 52 (2015), 573–588 https://doi.org/10.1016/j.chb.2015.01.050.
-
(2015)
Computers in Human Behavior
, vol.52
, pp. 573-588
-
-
Miller, M.1
Hadwin, A.2
-
50
-
-
84906094843
-
Dissecting sequences of regulation and cognition: Statistical discourse analysis of primary school children's collaborative learning
-
Molenaar, I., Chiu, M.M., Dissecting sequences of regulation and cognition: Statistical discourse analysis of primary school children's collaborative learning. Metacognition and Learning 9:2 (2014), 137–160 https://doi.org/10.1007/s11409-013-9105-8.
-
(2014)
Metacognition and Learning
, vol.9
, Issue.2
, pp. 137-160
-
-
Molenaar, I.1
Chiu, M.M.2
-
51
-
-
84904768869
-
Socio-emotional conflict in collaborative learning - a process-oriented case study in a higher education context
-
Näykki, P., Järvelä, S., Kirschner, P.A., Järvenoja, H., Socio-emotional conflict in collaborative learning - a process-oriented case study in a higher education context. International Journal of Educational Research 68 (2014), 1–14 https://doi.org/10.1016/j.ijer.2014.07.001.
-
(2014)
International Journal of Educational Research
, vol.68
, pp. 1-14
-
-
Näykki, P.1
Järvelä, S.2
Kirschner, P.A.3
Järvenoja, H.4
-
52
-
-
33845311543
-
Focusing on the complexity of emotion issues in academic learning: A dynamic component system approach
-
Op't Eynde, P., Turner, J.E., Focusing on the complexity of emotion issues in academic learning: A dynamic component system approach. Educational Psychology Review 18 (2006), 361–376 https://doi.org/10.1007/s10648-006-9031-2.
-
(2006)
Educational Psychology Review
, vol.18
, pp. 361-376
-
-
Op't Eynde, P.1
Turner, J.E.2
-
53
-
-
84978234992
-
International handbook of emotions in education
-
Routledge New York, NY
-
Pekrun, R., Linnenbrink-Garcia, L., International handbook of emotions in education. 2014, Routledge, New York, NY.
-
(2014)
-
-
Pekrun, R.1
Linnenbrink-Garcia, L.2
-
54
-
-
85016935730
-
Prompting and visualising monitoring outcomes: Guiding self-regulatory processes with confidence judgments
-
Schnaubert, L., Bodemer, D., Prompting and visualising monitoring outcomes: Guiding self-regulatory processes with confidence judgments. Learning and Instruction 49 (2017), 251–262.
-
(2017)
Learning and Instruction
, vol.49
, pp. 251-262
-
-
Schnaubert, L.1
Bodemer, D.2
-
55
-
-
0003816657
-
Motivation and self-regulated learning: Theory, research, and applications
-
Taylor & Francis New York, NY
-
Schunk, D.H., Zimmerman, B.J., Motivation and self-regulated learning: Theory, research, and applications. 2008, Taylor & Francis, New York, NY.
-
(2008)
-
-
Schunk, D.H.1
Zimmerman, B.J.2
-
56
-
-
84859866204
-
Not all roads lead to Rome - comparing different types of motivational regulation profiles
-
Schwinger, M., Steinmayr, R., Spinath, B., Not all roads lead to Rome - comparing different types of motivational regulation profiles. Learning and Individual Differences 22:3 (2012), 269–279 https://doi.org/10.1016/j.lindif.2011.12.006.
-
(2012)
Learning and Individual Differences
, vol.22
, Issue.3
, pp. 269-279
-
-
Schwinger, M.1
Steinmayr, R.2
Spinath, B.3
-
57
-
-
84941419883
-
Collaborative group engagement in a computer-supported inquiry learning environment
-
Sinha, S., Rogat, T.K., Adams-Wiggins, K.R., Hmelo-Silver, C.E., Collaborative group engagement in a computer-supported inquiry learning environment. International Journal of Computer-supported Collaborative Learning 10:3 (2015), 273–307, 10.1007/s11412-015-9218-y.
-
(2015)
International Journal of Computer-supported Collaborative Learning
, vol.10
, Issue.3
, pp. 273-307
-
-
Sinha, S.1
Rogat, T.K.2
Adams-Wiggins, K.R.3
Hmelo-Silver, C.E.4
-
58
-
-
84944160594
-
Social regulation of learning during collaborative inquiry learning in science: How does it emerge and what are its functions?
-
Ucan, S., Webb, M., Social regulation of learning during collaborative inquiry learning in science: How does it emerge and what are its functions?. International Journal of Science Education 37:15 (2015), 2503–2532 https://doi.org/10.1080/09500693.2015.1083634.
-
(2015)
International Journal of Science Education
, vol.37
, Issue.15
, pp. 2503-2532
-
-
Ucan, S.1
Webb, M.2
-
59
-
-
84901688669
-
Interpersonal regulation in collaborative learning activities: Reflections on emerging research methodologies
-
S. Volet M. Vauras Routledge Abingdon
-
Volet, S., Summers, M., Interpersonal regulation in collaborative learning activities: Reflections on emerging research methodologies. Volet, S., Vauras, M., (eds.) Interpersonal regulation of learning and motivation: Methodological advances, 2013, Routledge, Abingdon, 204–220.
-
(2013)
Interpersonal regulation of learning and motivation: Methodological advances
, pp. 204-220
-
-
Volet, S.1
Summers, M.2
-
60
-
-
58949098783
-
High-level co-regulation in collaborative learning: How does it emerge and how is it sustained?
-
Volet, S., Summers, M., Thurman, J., High-level co-regulation in collaborative learning: How does it emerge and how is it sustained?. Learning and Instruction 19:2 (2009), 128–143 https://doi.org/10.1016/j.learninstruc.2008.03.001.
-
(2009)
Learning and Instruction
, vol.19
, Issue.2
, pp. 128-143
-
-
Volet, S.1
Summers, M.2
Thurman, J.3
-
61
-
-
74949124561
-
Self- and social regulation in learning contexts: An integrative perspective
-
Volet, S., Vauras, M., Salonen, P., Self- and social regulation in learning contexts: An integrative perspective. Educational Psychologist 44:4 (2009), 215–226 https://doi.org/10.1080/00461520903213584.
-
(2009)
Educational Psychologist
, vol.44
, Issue.4
, pp. 215-226
-
-
Volet, S.1
Vauras, M.2
Salonen, P.3
-
62
-
-
84941801629
-
Emotions and emotion regulation in undergraduate studying: Examining students' reports from a self-regulated learning perspective
-
Webster, E.A., Hadwin, A.F., Emotions and emotion regulation in undergraduate studying: Examining students' reports from a self-regulated learning perspective. Educational Psychology 35:7 (2015), 794–818.
-
(2015)
Educational Psychology
, vol.35
, Issue.7
, pp. 794-818
-
-
Webster, E.A.1
Hadwin, A.F.2
-
63
-
-
84906150891
-
Video analysis of self-regulated learning in social and naturalistic contexts. The case of preschool and primary school children
-
S. Volet M. Vauras Routledge London
-
Whitebread, D., Pino-Pasternak, D., Video analysis of self-regulated learning in social and naturalistic contexts. The case of preschool and primary school children. Volet, S., Vauras, M., (eds.) Interpersonal regulation of learning and motivation: Methodological advances, 2013, Routledge, London.
-
(2013)
Interpersonal regulation of learning and motivation: Methodological advances
-
-
Whitebread, D.1
Pino-Pasternak, D.2
-
64
-
-
84920668565
-
The weave of motivation and self-regulated learning
-
D.H. Schunk B.J. Zimmerman Taylor & Francis Group New York, NY
-
Winne, P.H., Hadwin, A.F., The weave of motivation and self-regulated learning. Schunk, D.H., Zimmerman, B.J., (eds.) Motivation and self-regulated learning: Theory, research and applications, 2008, Taylor & Francis Group, New York, NY, 297–314.
-
(2008)
Motivation and self-regulated learning: Theory, research and applications
, pp. 297-314
-
-
Winne, P.H.1
Hadwin, A.F.2
-
65
-
-
84873660724
-
Assessing and predicting college students' use of strategies for the self-regulation of motivation
-
Wolters, C.A., Benzon, M.B., Assessing and predicting college students' use of strategies for the self-regulation of motivation. Journal of Experimental Education 81:2 (2013), 199–221 https://doi.org/10.1080/00220973.2012.699901.
-
(2013)
Journal of Experimental Education
, vol.81
, Issue.2
, pp. 199-221
-
-
Wolters, C.A.1
Benzon, M.B.2
-
66
-
-
84873675021
-
Assessing strategies for the self-regulation of motivation
-
B.J. Zimmerman D.H. Schunk Routledge New York, NY
-
Wolters, C.A., Benzon, M.B., Arroyo-Giner, C., Assessing strategies for the self-regulation of motivation. Zimmerman, B.J., Schunk, D.H., (eds.) Handbook of self-regulation of learning and performance, 2011, Routledge, New York, NY, 298–312.
-
(2011)
Handbook of self-regulation of learning and performance
, pp. 298-312
-
-
Wolters, C.A.1
Benzon, M.B.2
Arroyo-Giner, C.3
-
67
-
-
25144507203
-
Origin, direction and impact of emotions in social online learning
-
Wosnitza, M., Volet, S., Origin, direction and impact of emotions in social online learning. Learning and Instruction 15:5 (2005), 449–464 https://doi.org/10.1016/j.learninstruc.2005.07.009.
-
(2005)
Learning and Instruction
, vol.15
, Issue.5
, pp. 449-464
-
-
Wosnitza, M.1
Volet, S.2
-
68
-
-
84877328531
-
Individual and group-level factors for students' emotion management in online collaborative groupwork
-
Xu, J., Du, J., Fan, X., Individual and group-level factors for students' emotion management in online collaborative groupwork. The Internet and Higher Education 19 (2013), 1–9 https://doi.org/10.1016/j.iheduc.2013.03.001.
-
(2013)
The Internet and Higher Education
, vol.19
, pp. 1-9
-
-
Xu, J.1
Du, J.2
Fan, X.3
-
69
-
-
84922079544
-
Emotion management in online groupwork reported by Chinese students
-
Xu, J., Du, J., Fan, X., Emotion management in online groupwork reported by Chinese students. Educational Technology Research and Development 62:6 (2014), 795–819.
-
(2014)
Educational Technology Research and Development
, vol.62
, Issue.6
, pp. 795-819
-
-
Xu, J.1
Du, J.2
Fan, X.3
-
70
-
-
84880083419
-
From cognitive modeling to self-regulation: A social cognitive career path
-
Zimmerman, B.J., From cognitive modeling to self-regulation: A social cognitive career path. Educational Psychologist 48:3 (2013), 135–147 https://doi.org/10.1080/00461520.2013.794676.
-
(2013)
Educational Psychologist
, vol.48
, Issue.3
, pp. 135-147
-
-
Zimmerman, B.J.1
-
71
-
-
84949521460
-
Emotions in group work: Insights from an appraisal-oriented perspective
-
Zschocke, K., Wosnitza, M., Bürger, K., Emotions in group work: Insights from an appraisal-oriented perspective. European Journal of Psychology of Education 31:3 (2016), 359–384 https://doi.org/10.1007/s10212-015-0278-1.
-
(2016)
European Journal of Psychology of Education
, vol.31
, Issue.3
, pp. 359-384
-
-
Zschocke, K.1
Wosnitza, M.2
Bürger, K.3
|