메뉴 건너뛰기




Volumn , Issue , 2017, Pages 323-337

CAPTURING AND MODELING SELF-REGULATED LEARNING USING THINK-ALOUD PROTOCOLS

Author keywords

[No Author keywords available]

Indexed keywords


EID: 85141493234     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.4324/9781315697048-21     Document Type: Chapter
Times cited : (41)

References (71)
  • 1
    • 84917292973 scopus 로고    scopus 로고
    • A model of domain learning: Reinterpreting expertise as a multidimensional, multistage process
    • D. Y. Dai and R. J. Sternberg (Eds.), Mahwah, NJ: Erlbaum
    • Alexander, P. A. (2004). A model of domain learning: Reinterpreting expertise as a multidimensional, multistage process. In D. Y. Dai and R. J. Sternberg (Eds.), Motivation, emotion, and cognition: Integrative perspectives on intellectual functioning and development (pp. 273-298). Mahwah, NJ: Erlbaum.
    • (2004) Motivation, emotion, and cognition: Integrative perspectives on intellectual functioning and development , pp. 273-298
    • Alexander, P.A.1
  • 3
    • 33144490089 scopus 로고    scopus 로고
    • Using hypermedia as a metacognitive tool for enhancing student learning? The role of selfregulated learning
    • Azevedo, R. (2005). Using hypermedia as a metacognitive tool for enhancing student learning? The role of selfregulated learning. Educational Psychologist, 40 (4), 199-209.
    • (2005) Educational Psychologist , vol.40 , Issue.4 , pp. 199-209
    • Azevedo, R.1
  • 4
    • 84906077519 scopus 로고    scopus 로고
    • Issues in dealing with sequential and temporal characteristics of self-and socially-regulated learning
    • Azevedo, R. (2014). Issues in dealing with sequential and temporal characteristics of self-and socially-regulated learning. Metacognition and Learning, 9 (2), 217-228.
    • (2014) Metacognition and Learning , vol.9 , Issue.2 , pp. 217-228
    • Azevedo, R.1
  • 5
    • 4544272533 scopus 로고    scopus 로고
    • Does training on self-regulated learning facilitate students’ learning with hypermedia?
    • Azevedo, R., and Cromley, J. G. (2004). Does training on self-regulated learning facilitate students’ learning with hypermedia? Journal of Educational Psychology, 96, 523-535.
    • (2004) Journal of Educational Psychology , vol.96 , pp. 523-535
    • Azevedo, R.1    Cromley, J.G.2
  • 6
    • 3142702111 scopus 로고    scopus 로고
    • Does adaptive scaffolding facilitate students’ ability to regulate their learning with hypermedia?
    • Azevedo, R., Cromley, J. G., and Seibert, D. (2004). Does adaptive scaffolding facilitate students’ ability to regulate their learning with hypermedia? Contemporary Educational Psychology, 29 (3), 344-370.
    • (2004) Contemporary Educational Psychology , vol.29 , Issue.3 , pp. 344-370
    • Azevedo, R.1    Cromley, J.G.2    Seibert, D.3
  • 8
    • 84936782944 scopus 로고    scopus 로고
    • Think-aloud protocol analysis
    • M. Spector, C. Kim, T. Johnson, W. Savenye, D. Ifenthaler, and G. Del Rio (Eds.), Thousand Oaks, CA: SAGE
    • Azevedo, R., Taub, M., and Mudrick, N. (2015). Think-aloud protocol analysis. In M. Spector, C. Kim, T. Johnson, W. Savenye, D. Ifenthaler, and G. Del Rio (Eds.), The SAGE encyclopedia of educational technology (pp. 763-766). Thousand Oaks, CA: SAGE.
    • (2015) The SAGE encyclopedia of educational technology , pp. 763-766
    • Azevedo, R.1    Taub, M.2    Mudrick, N.3
  • 9
    • 39449105040 scopus 로고    scopus 로고
    • Assessment of metacognitive skills by means of instruction to think aloud and reflect when prompted: Does the verbalization method affect learning?
    • Bannert, M., and Mengelkamp, C. (2008). Assessment of metacognitive skills by means of instruction to think aloud and reflect when prompted: Does the verbalization method affect learning? Metacognition and Learning, 3 (1), 39-58.
    • (2008) Metacognition and Learning , vol.3 , Issue.1 , pp. 39-58
    • Bannert, M.1    Mengelkamp, C.2
  • 10
    • 83055184525 scopus 로고    scopus 로고
    • Supporting self-regulated hypermedia learning through prompts
    • Bannert, M., and Reimann, P. (2012). Supporting self-regulated hypermedia learning through prompts. Instructional Science, 40, 193-211.
    • (2012) Instructional Science , vol.40 , pp. 193-211
    • Bannert, M.1    Reimann, P.2
  • 11
    • 84906084993 scopus 로고    scopus 로고
    • Process mining techniques for analysing patterns and strategies in students’ self-regulated learning
    • Bannert, M., Reimann, P., and Sonnenberg, C. (2014). Process mining techniques for analysing patterns and strategies in students’ self-regulated learning. Metacognition and Learning, 9 (2), 161-185.
    • (2014) Metacognition and Learning , vol.9 , Issue.2 , pp. 161-185
    • Bannert, M.1    Reimann, P.2    Sonnenberg, C.3
  • 12
    • 84939947782 scopus 로고    scopus 로고
    • Addressing complexities in self-regulated learning: A focus on contextual factors, contingencies, and dynamic relations
    • Ben-Eliyahu, A., and Bernacki, M. L. (2015). Addressing complexities in self-regulated learning: A focus on contextual factors, contingencies, and dynamic relations. Metacognition and Learning, 10 (1), 1-13.
    • (2015) Metacognition and Learning , vol.10 , Issue.1 , pp. 1-13
    • Ben-Eliyahu, A.1    Bernacki, M.L.2
  • 13
    • 84939878645 scopus 로고    scopus 로고
    • An investigation of the role of contingent metacognitive behavior in self-regulated learning
    • Binbasaran Tüysüzoglu, B., and Greene, J. A. (2015). An investigation of the role of contingent metacognitive behavior in self-regulated learning. Metacognition and Learning, 10, 77-98.
    • (2015) Metacognition and Learning , vol.10 , pp. 77-98
    • Binbasaran Tüysüzoglu, B.1    Greene, J.A.2
  • 14
    • 85061202041 scopus 로고    scopus 로고
    • Data mining methods for assessing self-regulated learning
    • this volume, D. H. Schunk and J. A. Greene (Eds.), (2nd ed.). New York: Routledge
    • Biswas, G., Baker, R. S., Paquette, L. (2018/this volume). Data mining methods for assessing self-regulated learning. In D. H. Schunk and J. A. Greene (Eds.), The handbook of self-regulation of learning and performance (2nd ed.). New York: Routledge.
    • (2018) The handbook of self-regulation of learning and performance
    • Biswas, G.1    Baker, R.S.2    Paquette, L.3
  • 15
    • 85061322224 scopus 로고    scopus 로고
    • Advancing research and practice about self-regulated learning: The promise of in-depth case study methodologies
    • this volume, D. H. Schunk and J. A. Greene (Eds.), (2nd ed.). New York: Routledge
    • Butler, D. L., and Cartier, S. C. (2018/this volume). Advancing research and practice about self-regulated learning: The promise of in-depth case study methodologies. In D. H. Schunk and J. A. Greene (Eds.), The handbook of self-regulation of learning and performance (2nd ed.). New York: Routledge.
    • (2018) The handbook of self-regulation of learning and performance
    • Butler, D.L.1    Cartier, S.C.2
  • 16
    • 0031510165 scopus 로고    scopus 로고
    • Quantifying qualitative analyses of verbal data: A practical guide
    • Chi, M. T. H. (1997). Quantifying qualitative analyses of verbal data: A practical guide. The Journal of the Learning Sciences, 6 (3), 271-315.
    • (1997) The Journal of the Learning Sciences , vol.6 , Issue.3 , pp. 271-315
    • Chi, M.T.H.1
  • 17
    • 44149095426 scopus 로고    scopus 로고
    • Laboratory methods for assessing experts’ and novices’ knowledge
    • K. A. Ericsson, N. Charness, R. R. Hoffman, and P. J. Feltovich (Eds.), Cambridge, MA: Cambridge University Press
    • Chi, M. T. H. (2006). Laboratory methods for assessing experts’ and novices’ knowledge. In K. A. Ericsson, N. Charness, R. R. Hoffman, and P. J. Feltovich (Eds.), The Cambridge handbook of expertise and expert performance (pp. 167-184). Cambridge, MA: Cambridge University Press.
    • (2006) The Cambridge handbook of expertise and expert performance , pp. 167-184
    • Chi, M.T.H.1
  • 18
    • 84937033698 scopus 로고    scopus 로고
    • Examining the level of convergence among selfregulated learning microanalytic processes, achievement, and a self-report questionnaire
    • Cleary, T. J., Callan, G. L., Malatesta, J., and Adams, T. (2015). Examining the level of convergence among selfregulated learning microanalytic processes, achievement, and a self-report questionnaire. Journal of Psychoeducational Assessment, 33 (5), 439-450.
    • (2015) Journal of Psychoeducational Assessment , vol.33 , Issue.5 , pp. 439-450
    • Cleary, T.J.1    Callan, G.L.2    Malatesta, J.3    Adams, T.4
  • 19
    • 33644981060 scopus 로고    scopus 로고
    • Reflecting on the think-aloud method for evaluating e-learning
    • Cotton, D., and Gresty, K. (2006). Reflecting on the think-aloud method for evaluating e-learning. British Journal of Educational Technology, 37 (1), 45-54.
    • (2006) British Journal of Educational Technology , vol.37 , Issue.1 , pp. 45-54
    • Cotton, D.1    Gresty, K.2
  • 20
    • 84859984169 scopus 로고    scopus 로고
    • Exploring the potential impact of reciprocal peer tutoring on higher education students’ metacognitive knowledge and regulation
    • De Backer, L., Van Keer, H., and Valcke, M. (2011). Exploring the potential impact of reciprocal peer tutoring on higher education students’ metacognitive knowledge and regulation. Instructional Science, 40 (3), 559-588.
    • (2011) Instructional Science , vol.40 , Issue.3 , pp. 559-588
    • De Backer, L.1    Van Keer, H.2    Valcke, M.3
  • 21
    • 84859984169 scopus 로고    scopus 로고
    • Exploring the potential impact of reciprocal peer tutoring on higher education students’ metacognitive knowledge and regulation
    • De Backer, L., Van Keer, H., and Valcke, M. (2012). Exploring the potential impact of reciprocal peer tutoring on higher education students’ metacognitive knowledge and regulation. Instructional Science, 40, 559-588.
    • (2012) Instructional Science , vol.40 , pp. 559-588
    • De Backer, L.1    Van Keer, H.2    Valcke, M.3
  • 22
    • 84940723871 scopus 로고    scopus 로고
    • Promoting university students’ metacognitive regulation through peer learning: The potential of reciprocal peer tutoring
    • De Backer, L., Van Keer, H., and Valcke, M. (2015). Promoting university students’ metacognitive regulation through peer learning: The potential of reciprocal peer tutoring. Higher Education, 70 (3), 469-486.
    • (2015) Higher Education , vol.70 , Issue.3 , pp. 469-486
    • De Backer, L.1    Van Keer, H.2    Valcke, M.3
  • 24
    • 84939963981 scopus 로고    scopus 로고
    • A framework for evaluating and enhancing alignment in self-regulated learning research
    • Dent, A. L., and Hoyle, R. H. (2015). A framework for evaluating and enhancing alignment in self-regulated learning research. Metacognition and Learning, 10 (1), 165-179.
    • (2015) Metacognition and Learning , vol.10 , Issue.1 , pp. 165-179
    • Dent, A.L.1    Hoyle, R.H.2
  • 25
    • 84940845608 scopus 로고    scopus 로고
    • The relation between self-regulated learning and academic achievement across childhood and adolescence
    • Dent, A. L., and Koenka, A. C. (2016). The relation between self-regulated learning and academic achievement across childhood and adolescence. Educational Psychology Review, 28 (3), 425-474.
    • (2016) Educational Psychology Review , vol.28 , Issue.3 , pp. 425-474
    • Dent, A.L.1    Koenka, A.C.2
  • 26
    • 55849149767 scopus 로고    scopus 로고
    • Components of fostering self-regulated learning among students: A metaanalysis on intervention studies at primary and secondary school level
    • Dignath, C., and Büttner, G. (2008). Components of fostering self-regulated learning among students: A metaanalysis on intervention studies at primary and secondary school level. Metacognition and Learning, 3, 231-264.
    • (2008) Metacognition and Learning , vol.3 , pp. 231-264
    • Dignath, C.1    Büttner, G.2
  • 27
    • 84954028331 scopus 로고    scopus 로고
    • A multidimensional investigation of deep-level and surface-level processing
    • Dinsmore, D. L., and Alexander, P. A. (2016). A multidimensional investigation of deep-level and surface-level processing. The Journal of Experimental Education, 84 (2), 213-244.
    • (2016) The Journal of Experimental Education , vol.84 , Issue.2 , pp. 213-244
    • Dinsmore, D.L.1    Alexander, P.A.2
  • 29
    • 84878359087 scopus 로고    scopus 로고
    • Improving students’ learning with effective learning techniques: Promising directions from cognitive and educational psychology
    • Dunlosky, J., Rawson, K. A., Marsh, E. J., Nathan, M. J., and Willingham, D. T. (2013). Improving students’ learning with effective learning techniques: Promising directions from cognitive and educational psychology. Psychological Science in the Public Interest, 14 (1), 4-58.
    • (2013) Psychological Science in the Public Interest , vol.14 , Issue.1 , pp. 4-58
    • Dunlosky, J.1    Rawson, K.A.2    Marsh, E.J.3    Nathan, M.J.4    Willingham, D.T.5
  • 30
    • 85058696212 scopus 로고    scopus 로고
    • Motivation and affect in self-regulated learning: Does metacognition play a role?
    • this volume, D. H. Schunk and J. A. Greene (Eds.), (2nd ed.). New York: Routledge
    • Efklides, A., Schwartz, B. L, and Brown, V. (2018/this volume). Motivation and affect in self-regulated learning: Does metacognition play a role? In D. H. Schunk and J. A. Greene (Eds.), The handbook of self-regulation of learning and performance (2nd ed.). New York: Routledge.
    • (2018) The handbook of self-regulation of learning and performance
    • Efklides, A.1    Schwartz, B.L.2    Brown, V.3
  • 31
    • 84902463355 scopus 로고    scopus 로고
    • Long-term self-regulation of biology learning using standard junior high school science curriculum
    • Eilam, B., and Reiter, S. (2014). Long-term self-regulation of biology learning using standard junior high school science curriculum. Science Education, 98 (4), 705-737.
    • (2014) Science Education , vol.98 , Issue.4 , pp. 705-737
    • Eilam, B.1    Reiter, S.2
  • 32
    • 33847093586 scopus 로고    scopus 로고
    • Protocol analysis and expert thought: Concurrent verbalizations of thinking during experts’ performance on representative tasks
    • K. A. Ericsson, N. Charness, R. R. Hoffman, and P. J. Feltovich (Eds.), Cambridge, MA: Cambridge University Press
    • Ericsson, K. A. (2006). Protocol analysis and expert thought: Concurrent verbalizations of thinking during experts’ performance on representative tasks. In K. A. Ericsson, N. Charness, R. R. Hoffman, and P. J. Feltovich (Eds.), The Cambridge handbook of expertise and expert performance (pp. 223-242). Cambridge, MA: Cambridge University Press.
    • (2006) The Cambridge handbook of expertise and expert performance , pp. 223-242
    • Ericsson, K.A.1
  • 35
    • 0005436728 scopus 로고    scopus 로고
    • Examining information processing on the world wide web using think aloud protocols
    • Eveland, W. P., Jr., and Dunwoody, S. (2000). Examining information processing on the world wide web using think aloud protocols. Media Psychology, 2 (3), 219-244.
    • (2000) Media Psychology , vol.2 , Issue.3 , pp. 219-244
    • Eveland, W.P.1    Dunwoody, S.2
  • 36
    • 70349602500 scopus 로고    scopus 로고
    • The role of reader characteristics in processing and learning from informational text
    • Fox, E. (2009). The role of reader characteristics in processing and learning from informational text. Review of Educational Research, 79 (1), 197-261.
    • (2009) Review of Educational Research , vol.79 , Issue.1 , pp. 197-261
    • Fox, E.1
  • 37
    • 79952411755 scopus 로고    scopus 로고
    • Do procedures for verbal reporting of thinking have to be reactive? A meta-analysis and recommendations for best reporting methods
    • Fox, E., Ericsson, K. A., and Best, R. (2011). Do procedures for verbal reporting of thinking have to be reactive? A meta-analysis and recommendations for best reporting methods. Psychological Bulletin, 137 (2), 316-344.
    • (2011) Psychological Bulletin , vol.137 , Issue.2 , pp. 316-344
    • Fox, E.1    Ericsson, K.A.2    Best, R.3
  • 39
    • 56349116630 scopus 로고    scopus 로고
    • A macro-level analysis of SRL processes and their relations to the acquisition of a sophisticated mental model of a complex system
    • Greene, J. A., and Azevedo, R. (2009). A macro-level analysis of SRL processes and their relations to the acquisition of a sophisticated mental model of a complex system. Contemporary Educational Psychology, 34 (1), 18-29.
    • (2009) Contemporary Educational Psychology , vol.34 , Issue.1 , pp. 18-29
    • Greene, J.A.1    Azevedo, R.2
  • 41
    • 74249119483 scopus 로고    scopus 로고
    • Fostering historical knowledge and thinking skills using hypermedia learning environments: The role of self-regulated learning
    • Greene, J. A., Bolick, C. M., and Robertson, J. (2010). Fostering historical knowledge and thinking skills using hypermedia learning environments: The role of self-regulated learning. Computers and Education, 54, 230-243.
    • (2010) Computers and Education , vol.54 , pp. 230-243
    • Greene, J.A.1    Bolick, C.M.2    Robertson, J.3
  • 42
    • 80855148229 scopus 로고    scopus 로고
    • Analysis of self-regulated learning processing using statistical models for count data
    • Greene, J. A., Costa, L.-J., and Dellinger, K. (2011). Analysis of self-regulated learning processing using statistical models for count data. Metacognition and Learning, 6, 275-301.
    • (2011) Metacognition and Learning , vol.6 , pp. 275-301
    • Greene, J.A.1    Costa, L.-J.2    Dellinger, K.3
  • 43
    • 77955560668 scopus 로고    scopus 로고
    • Exploring relations among college students’ prior knowledge, implicit theories of intelligence, and self-regulated learning in a hypermedia environment
    • Greene, J. A., Costa, L. J., Robertson, J., Yi, P., and Deekens, V. M. (2010). Exploring relations among college students’ prior knowledge, implicit theories of intelligence, and self-regulated learning in a hypermedia environment. Computers and Education, 55 (3), 1027-1043.
    • (2010) Computers and Education , vol.55 , Issue.3 , pp. 1027-1043
    • Greene, J.A.1    Costa, L.J.2    Robertson, J.3    Yi, P.4    Deekens, V.M.5
  • 44
    • 84898066457 scopus 로고    scopus 로고
    • A two-tiered approach to analyzing self-regulated learning process data to inform the design of hypermedia learning environments
    • R. Azevedo and V. Aleven (Eds.), New York: Springer
    • Greene, J. A., Dellinger, K., Binbasaran Tuysuzoglu, B., and Costa, L. (2013). A two-tiered approach to analyzing self-regulated learning process data to inform the design of hypermedia learning environments. In R. Azevedo and V. Aleven (Eds.), International handbook of metacognition and learning technologies (pp. 117-128). New York: Springer.
    • (2013) International handbook of metacognition and learning technologies , pp. 117-128
    • Greene, J.A.1    Dellinger, K.2    Binbasaran Tuysuzoglu, B.3    Costa, L.4
  • 45
    • 84865626364 scopus 로고    scopus 로고
    • Investigating how college students’ task definitions and plans relate to self-regulated learning processing and understanding of a complex science topic
    • Greene, J. A., Hutchison, L. A., Costa, L., and Crompton, H. (2012). Investigating how college students’ task definitions and plans relate to self-regulated learning processing and understanding of a complex science topic. Contemporary Educational Psychology, 37, 307-230.
    • (2012) Contemporary Educational Psychology , vol.37 , pp. 230-307
    • Greene, J.A.1    Hutchison, L.A.2    Costa, L.3    Crompton, H.4
  • 46
    • 38649086747 scopus 로고    scopus 로고
    • Exploring differences between gifted and gradelevel students’ use of self-regulatory learning processes with hypermedia
    • Greene, J. A., Moos, D. C., Azevedo, R., and Winters, F. I. (2008). Exploring differences between gifted and gradelevel students’ use of self-regulatory learning processes with hypermedia. Computers and Education, 50 (3), 1069-1083.
    • (2008) Computers and Education , vol.50 , Issue.3 , pp. 1069-1083
    • Greene, J.A.1    Moos, D.C.2    Azevedo, R.3    Winters, F.I.4
  • 47
    • 80054021609 scopus 로고    scopus 로고
    • Assessing self-regulated learning using think-aloud protocol methods
    • B. J. Zimmerman and D. Schunk (Eds.), New York: Routledge Publishers
    • Greene, J. A., Robertson, J., and Costa, L. J. (2011). Assessing self-regulated learning using think-aloud protocol methods. In B. J. Zimmerman and D. Schunk (Eds.), Handbook of self-regulation of learning and performance (pp. 313-328). New York: Routledge Publishers.
    • (2011) Handbook of self-regulation of learning and performance , pp. 313-328
    • Greene, J.A.1    Robertson, J.2    Costa, L.J.3
  • 48
    • 84898066941 scopus 로고    scopus 로고
    • Measuring critical components of digital literacy and their relationships with learning
    • Greene, J. A., Yu, S., and Copeland, D. Z. (2014). Measuring critical components of digital literacy and their relationships with learning. Computers and Education, 76, 55-69.
    • (2014) Computers and Education , vol.76 , pp. 55-69
    • Greene, J.A.1    Yu, S.2    Copeland, D.Z.3
  • 49
    • 84864152946 scopus 로고    scopus 로고
    • Towards efficient measurement of metacognition in mathematical problem solving
    • Jacobse, A. E., and Harskamp, E. G. (2012). Towards efficient measurement of metacognition in mathematical problem solving. Metacognition and Learning, 7, 133-149.
    • (2012) Metacognition and Learning , vol.7 , pp. 133-149
    • Jacobse, A.E.1    Harskamp, E.G.2
  • 50
    • 80054051878 scopus 로고    scopus 로고
    • The temporal and dynamic nature of self-regulatory processes during independent and externally assisted hypermedia learning
    • Johnson, A. M., Azevedo, R., and D’Mello, S. K. (2011). The temporal and dynamic nature of self-regulatory processes during independent and externally assisted hypermedia learning. Cognition and Instruction, 29 (4), 471-504.
    • (2011) Cognition and Instruction , vol.29 , Issue.4 , pp. 471-504
    • Johnson, A.M.1    Azevedo, R.2    D’Mello, S.K.3
  • 51
    • 84939938252 scopus 로고    scopus 로고
    • Examining approaches to research on self-regulated learning: Conceptual and methodological considerations
    • Karabenick, S. A., and Zusho, A. (2015). Examining approaches to research on self-regulated learning: Conceptual and methodological considerations. Metacognition and Learning, 10, 151-163.
    • (2015) Metacognition and Learning , vol.10 , pp. 151-163
    • Karabenick, S.A.1    Zusho, A.2
  • 52
    • 77954689030 scopus 로고    scopus 로고
    • Promotion of selfregulated learning in classrooms: Investigating frequency, quality, and consequences for student performance
    • Kistner, S., Rakoczy, K., Otto, B., Dignath-van Ewijk, C., Buttner, G., and Klieme, E. (2010). Promotion of selfregulated learning in classrooms: Investigating frequency, quality, and consequences for student performance. Metacognition and Learning, 5, 157-171.
    • (2010) Metacognition and Learning , vol.5 , pp. 157-171
    • Kistner, S.1    Rakoczy, K.2    Otto, B.3    Dignath-van Ewijk, C.4    Buttner, G.5    Klieme, E.6
  • 53
    • 79959770236 scopus 로고    scopus 로고
    • Self-regulated learning and externally generated feedback with hypermedia
    • Moos, D. C. (2011). Self-regulated learning and externally generated feedback with hypermedia. Journal of Educational Computing Research, 44 (3), 265-297.
    • (2011) Journal of Educational Computing Research , vol.44 , Issue.3 , pp. 265-297
    • Moos, D.C.1
  • 54
    • 84884310492 scopus 로고    scopus 로고
    • Examining hypermedia learning: The role of cognitive load and self-regulated learning
    • Moos, D. C. (2013). Examining hypermedia learning: The role of cognitive load and self-regulated learning. Journal of Educational Multimedia and Hypermedia, 22 (1), 39-61.
    • (2013) Journal of Educational Multimedia and Hypermedia , vol.22 , Issue.1 , pp. 39-61
    • Moos, D.C.1
  • 55
    • 42149130869 scopus 로고    scopus 로고
    • Exploring the fluctuation of motivation and use of self-regulatory processes during learning with hypermedia
    • Moos, D. C., and Azevedo, R. (2008a). Exploring the fluctuation of motivation and use of self-regulatory processes during learning with hypermedia. Instructional Science, 36, 203-231.
    • (2008) Instructional Science , vol.36 , pp. 203-231
    • Moos, D.C.1    Azevedo, R.2
  • 56
    • 40749147266 scopus 로고    scopus 로고
    • Self-regulated learning with hypermedia: The role of prior domain knowledge
    • Moos, D. C., and Azevedo, R. (2008b). Self-regulated learning with hypermedia: The role of prior domain knowledge. Contemporary Educational Psychology, 33 (2), 270-298.
    • (2008) Contemporary Educational Psychology , vol.33 , Issue.2 , pp. 270-298
    • Moos, D.C.1    Azevedo, R.2
  • 57
    • 85061624452 scopus 로고    scopus 로고
    • The cyclical nature of self-regulated learning phases: Stable between learning tasks?
    • Moos, D. C., and Miller, A. (2015). The cyclical nature of self-regulated learning phases: Stable between learning tasks? Journal of Cognitive Education and Psychology, 14 (2), 199-218.
    • (2015) Journal of Cognitive Education and Psychology , vol.14 , Issue.2 , pp. 199-218
    • Moos, D.C.1    Miller, A.2
  • 58
    • 40749085683 scopus 로고    scopus 로고
    • Epistemic profiles and self-regulated learning: Examining relations in the context of mathematics problem solving
    • Muis, K. (2008). Epistemic profiles and self-regulated learning: Examining relations in the context of mathematics problem solving. Contemporary Educational Psychology, 33, 177-208.
    • (2008) Contemporary Educational Psychology , vol.33 , pp. 177-208
    • Muis, K.1
  • 59
    • 84868303131 scopus 로고    scopus 로고
    • Rubrics and self-assessment scripts effects on self-regulation, learning and self-efficacy in secondary education
    • Panadero, E., Tapia, J. A., and Huertas, J. A. (2012). Rubrics and self-assessment scripts effects on self-regulation, learning and self-efficacy in secondary education. Learning and Individual Differences, 22, 806-813.
    • (2012) Learning and Individual Differences , vol.22 , pp. 806-813
    • Panadero, E.1    Tapia, J.A.2    Huertas, J.A.3
  • 60
    • 84867860110 scopus 로고    scopus 로고
    • The design of technology-rich learning environments as metacognitive tools in history education
    • Poitras, E., Lajoie, S., and Hong, Y. J. (2012). The design of technology-rich learning environments as metacognitive tools in history education. Instructional Science, 40 (6), 1033-1061.
    • (2012) Instructional Science , vol.40 , Issue.6 , pp. 1033-1061
    • Poitras, E.1    Lajoie, S.2    Hong, Y.J.3
  • 61
    • 79955050110 scopus 로고    scopus 로고
    • Signaling task awareness in think-aloud protocols from students selecting relevant information from text
    • Schellings, G. L. M., and Broekkamp, H. (2011). Signaling task awareness in think-aloud protocols from students selecting relevant information from text. Metacognition and Learning, 6 (1), 65-82.
    • (2011) Metacognition and Learning , vol.6 , Issue.1 , pp. 65-82
    • Schellings, G.L.M.1    Broekkamp, H.2
  • 62
    • 85012947037 scopus 로고    scopus 로고
    • Discovering the effects of metacognitive prompts on the sequential structure of SRL-process using process mining techniques
    • Sonnenberg, C., and Bannert, M. (2015). Discovering the effects of metacognitive prompts on the sequential structure of SRL-process using process mining techniques. Journal of Learning Analytics, 2 (1), 72-100.
    • (2015) Journal of Learning Analytics , vol.2 , Issue.1 , pp. 72-100
    • Sonnenberg, C.1    Bannert, M.2
  • 63
    • 85050285491 scopus 로고    scopus 로고
    • Social cognitive theoretical perspective of self-regulation
    • this volume, D. H. Schunk and J. A. Greene (Eds.), (2nd ed.). New York: Routledge
    • Usher, E. L., and Schunk, D. H. (2018/this volume). Social cognitive theoretical perspective of self-regulation. In D. H. Schunk and J. A. Greene (Eds.), The handbook of self-regulation of learning and performance (2nd ed.). New York: Routledge.
    • (2018) The handbook of self-regulation of learning and performance
    • Usher, E.L.1    Schunk, D.H.2
  • 65
    • 84943356798 scopus 로고    scopus 로고
    • Exploring general versus task-specific assessments of metacognition in university chemistry students: A multitrait-multimethod analysis
    • Wang, C.-Y. (2015). Exploring general versus task-specific assessments of metacognition in university chemistry students: A multitrait-multimethod analysis. Research in Science Education, 45, 555-579.
    • (2015) Research in Science Education , vol.45 , pp. 555-579
    • Wang, C.-Y.1
  • 66
    • 0001910103 scopus 로고
    • Historical problem solving: A study of the cognitive processes used in the evaluation of documentary and pictorial evidence
    • Wineburg, S. S. (1991). Historical problem solving: A study of the cognitive processes used in the evaluation of documentary and pictorial evidence. Journal of Educational Psychology, 83 (1), 73-87.
    • (1991) Journal of Educational Psychology , vol.83 , Issue.1 , pp. 73-87
    • Wineburg, S.S.1
  • 67
    • 84855557545 scopus 로고    scopus 로고
    • Cognitive and metacognitive processing within self-regulated learning
    • this volume, D. H. Schunk and J. A. Greene (Eds.), (2nd ed.). New York: Routledge
    • Winne, P. H. (2018/this volume). Cognitive and metacognitive processing within self-regulated learning. In D. H. Schunk and J. A. Greene (Eds.), The handbook of self-regulation of learning and performance (2nd ed.). New York: Routledge.
    • (2018) The handbook of self-regulation of learning and performance
    • Winne, P.H.1
  • 68
    • 0002848223 scopus 로고    scopus 로고
    • Measuring self-regulated learning
    • M. Boekaerts, P. R. Pintrich, and M. Zeidner (Eds.), San Diego, CA: Academic Press
    • Winne, P. H., and Perry, N. E. (2000). Measuring self-regulated learning. In M. Boekaerts, P. R. Pintrich, and M. Zeidner (Eds.), Handbook of self-regulation (pp. 531-566). San Diego, CA: Academic Press.
    • (2000) Handbook of self-regulation , pp. 531-566
    • Winne, P.H.1    Perry, N.E.2
  • 69
    • 85062099390 scopus 로고    scopus 로고
    • Validity and the use of self-report questionnaires to assess selfregulated learning
    • this volume, D. H. Schunk and J. A. Greene (Eds.), (2nd ed.). New York: Routledge
    • Wolters, C. A., and Won, S. (2018/this volume). Validity and the use of self-report questionnaires to assess selfregulated learning. In D. H. Schunk and J. A. Greene (Eds.), The handbook of self-regulation of learning and performance (2nd ed.). New York: Routledge.
    • (2018) The handbook of self-regulation of learning and performance
    • Wolters, C.A.1    Won, S.2
  • 70
    • 0002115332 scopus 로고    scopus 로고
    • Attaining self-regulation: A social cognitive perspective
    • M. Boekaerts, P. Pintrich, and M. Zeidner (Eds.), San Diego, CA: Academic Press
    • Zimmerman, B. J. (2000). Attaining self-regulation: A social cognitive perspective. In M. Boekaerts, P. Pintrich, and M. Zeidner (Eds.), Handbook of self-regulation (pp. 13-39). San Diego, CA: Academic Press.
    • (2000) Handbook of self-regulation , pp. 13-39
    • Zimmerman, B.J.1


* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.