A Theoretical Review of Winne and Hadwin’s Model of Self-Regulated Learning: New Perspectives and Directions
Abstract
This theoretical review of Winne and Hadwin’s model of self-regulated learning (SRL) seeks to highlight how the model sheds new light on current research as well as suggests interesting new directions for future work. The authors assert that the model’s more complex cognitive architecture, inclusion of monitoring and control within each phase of learning, and separation of task definition and goal setting into separate phases are all important contributions to the SRL literature. New research directions are outlined, including more nuanced interpretations of judgments of learning and the potential to more thoroughly assess the influence of interactions among cognitive and task conditions on all phases of learning.
Get full access to this article
View all access and purchase options for this article.
Figure and Table
FIGURE 1 Winne and Hadwin’s (1998) model of self-regulated learning.
Source.Winne, P. H. (2001). Self-regulated learning viewed from models of information processing (p. 164). In B. J. Zimmerman & D. H. Schunk (Eds.), Self-regulated learning and academic achievement: Theoretical perspectives (2nd ed., pp. 153–189). Mahwah, NJ: Lawrence Erlbaum. Reprinted with permission from the publisher.
References
Alexander P. Superimposing a situation-specific and domain-specific perspective on an account of self-regulated learning. Educational Psychologist 1995;30 4 189-193
Alexander P. Maehr ML and Pintrich PR. Mapping the multidimensional nature of domain learning: The interplay of cognitive, motivational, and strategic forces. Advances in motivation and achievement 1997 Greenwich, CT JAI 213-250
Alexander PA, Kulikowich JM, and Jetton TL. The role of subject-matter knowledge and interest in the processing of linear and nonlinear texts. Review of Educational Research 1994;64:201-252
Alexander PA and Murphy PK. Nurturing the seeds of transfer: A domain-specific perspective. International Journal of Educational Research 1999;31:561-576
Alexander PA, Sperl CT, Buehl MM, Fives H, and Chiu S. Modeling domain learning: Profiles from the field of special education. Journal of Educational Psychology 2004;96:545-557
Anderson J and Labiere C. The atomic components of thought 1998 Mahwah, NJ Lawrence Erlbaum
Anderson JR, Bothell D, Byrne MD, Douglass S, Lebiere C, and Qin Y. An integrated theory of the mind. Psychological Review 2004;111 4 1036-1060
Azevedo R and Cromley JG. Does training on self-regulated learning facilitate students’ learning with hypermedia?. Journal of Educational Psychology 2004;96 3 523-535
Azevedo R, Cromley JG, and Seibert D. Does adaptive scaffolding facilitate students’ ability to regulate their learning with hypermedia?. Contemporary Educational Psychology 2004;29 3 344-370
Azevedo R, Cromley JG, Winters FI, Moos DC, and Greene JA. Adaptive human scaffolding facilitates adolescents’ self-regulated learning with hypermedia. Instructional Science 2005;33:381-412
Bandura A. Self-efficacy: The exercise of control 1997 New York W. H. Freeman
Baxter Magolda MB. Knowing and reasoning in college: Gender-related patterns in students’ intellectual development 1992 San Francisco Jossey-Bass
Bielacyzc K, Pirolli PL, and Brown AL. Training in self-explanation and self-regulation strategies: Investigating the effects of knowledge acquisition activities on problem solving. Cognition & Instruction 1995;13 2 221-252
Boekaerts M, Pintrich P, and Zeidner M. Handbook of self-regulation 2000 San Diego, CA Academic Press
Bohn CM, Roehrig AD, and Pressley M. The first days of school in the classrooms of two more effective and four less effective primary-grades teachers. Elementary School Journal 2004;104:269-287
Bråten I, Samuelstuen MS, and Strømsø HI. Do students’ self-efficacy beliefs moderate the effects of performance goals on self-regulatory strategy use?. Educational Psychology 2004;24:231-247
Buehl MM and Alexander PA. Motivation and performance differences in students’ domain-specific epistemological belief profiles. American Education Research Journal 2005;42:697-726
Butler D and Winne PH. Feedback as self-regulated learning: A theoretical synthesis. Review of Educational Review 1995;65:245-281
Butler DL. Promoting strategic learning by postsecondary students with learning disabilities. Journal of Learning Disabilities 1995;28 3 170-190
Butler DL. The strategic content learning approach to promoting self-regulated learning: A report of three studies. Journal of Educational Psychology 1998;90:682-697
Butler DL. Individualizing instruction in self-regulated learning. Theory Into Practice 2002;41:81-92
Carver CS and Scheier MF. Origins and functions of positive and negative affect: A control-process view. Psychological Review 1990;97:19-35
Damasio AR. Descartes’ error: Emotion, reason, and the human brain 1994 New York Avon
de Bruin ABH, Rikers RMJP, and Schmidt HG. Monitoring accuracy and self-regulation when learning to play a chess endgame. Applied Cognitive Psychology 2005;19:167-181
Deci EL, Koestner R, and Ryan RM. A meta-analytic review of experiments examining the effects of extrinsic rewards on intrinsic motivation. Psychological Bulletin 1999;125:627-668
Deci EL and Ryan RM. Intrinsic motivation and self-determination in human behavior 1985 New York Plenum
Delclos VR and Harrington C. Effects of strategy monitoring and proactive instruction on children’s problem-solving performance. Journal of Educational Psychology 1991;83 1 35-42
Dolezal SR, Mohan Welsh L, Pressley M, and Vincent MM. How nine third-grade teachers motivate student academic engagement. Elementary School Journal 2003;103:240-267
Dunlosky J and Nelson TO. Importance of the kind of cue for judgments of learning (JOL) and the delayed-JOL effect. Memory & Cognition 1992;20 4 374-380
Eccles JS and Wigfield A. Motivational beliefs, values, and goals. Annual Review of Psychology 2002;53:109-132
Elliot AJ and Harackiewicz JM. Approach and avoidance goals and intrinsic motivation: A mediational analysis. Journal of Personality and Social Psychology 1996;70:461-475
Elliot AJ and McGregor H. A 2 x 2 achievement goal framework. Journal of Personality and Social Psychology 2001;80:501-509
Ericsson KA. Recent advances in expertise research: A commentary on the contributions to the special issue. Applied Cognitive Psychology 2005;19:233-241
Ericsson KA and Charness N. Expert performance: Its structure and acquisition. American Psychologist 1994;49:725-747
Eshel Y and Kohavi R. Perceived classroom control, self-regulated learning strategies, and academic achievement. Educational Psychology 2003;23 3 249-260
Finney SJ and Schraw G. Self-efficacy beliefs in college statistics courses. Contemporary Educational Psychology 2003;26:161-186
Garavalia L and Ray M. Distinctions among subgroups of developmental students: Differences in task value, self-regulated learning, and grade expectations. Research & Teaching in Developmental Education 2003;19 2 29-40
Ghatala ES, Levin JR, Pressley M, and Lodico MG. Training cognitive strategy-monitoring in children. American Educational Research Journal 1985;22 2 199-215
Greeno JG. the Middle School Mathematics Through Application Project Group. The situativity of knowing, learning, and research. American Psychologist 1998;51:5-26
Hacker DJ, Bol L, Horgan DD, and Rakow EA. Test prediction and performance in a classroom context. Journal of Educational Psychology 2000;92 1 160-170
Harackiewicz JM, Baron KE, Pintrich PR, Elliot AJ, and Thrash TM. Revision of achievement goal theory: Necessary and illuminating. Journal of Educational Psychology 2002;94:638-645
Hidi S. Interest, reading, and learning: Theoretical and practical considerations. Educational Psychology Review 2001;13:191-209
Hofer BK. Dimensionality and disciplinary differences in personal epistemology. Contemporary Educational Psychology 2000;25:378-405
Hofer BK and Pintrich PR. The development of epistemological theories: Beliefs about knowledge and knowing and their relation to learning. Review of Educational Research 1997;67:88-140
King PM and Kitchener KS. Developing reflective judgment: Understanding and promoting intellectual growth and critical thinking in adolescents and adults 1994 San Francisco Jossey-Bass
Kirschner PA, Sweller J, and Clark RE. Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching. Educational Psychologist 2006;41:75-86
Koriat A. Monitoring one’s own knowledge during study: A cue-utilization approach to judgments of learning. Journal of Experimental Psychology: General 1997;126 4 349-370
Kruger J and Dunning D. Unskilled and unaware of it: How difficulties in recognizing one’s own incompetence lead to inflated self-assessments. Journal of Personality and Social Psychology 1999;77:1121-1134
Lan WY. The effects of self-monitoring on students’ course performance, use of learning strategies, attitude, self-judgment ability, and knowledge representation. Journal of Experimental Education 1996;64 2 101-115
Lan WY, Bradley L, and Parr G. The effects of a self-monitoring process on college students’ learning in an introductory statistics course. Journal of Experimental Education 1993;61 1 26-40
Ley K and Young DB. Self-regulation behaviors in underprepared (developmental) and regular admission college students. Contemporary Educational Psychology 1998;23 1 42-64
Linnenbrink EA and Pintrich PR. Volet S and Jarvela S. Multiple goals, multiple contexts: The dynamic interplay between personal goals and contextual goal stresses. Motivation in learning contexts: Theoretical advances and methodological implications 2001 New York Elsevier 251-269
Locke EA and Latham GP. Building a practically useful theory of goal setting and task motivation. American Psychologist 2002;57:705-717
Logan GD. Toward an instance theory of automatization. Psychological Review 1988;95:492-527
Maki RH and Serra M. Role of practice tests in the accuracy of test predictions on text material. Journal of Educational Psychology 1992;84 2 200-210
Midgley C, Kaplan A, and Middleton M. Performance-approach goals: Good for what, for whom, and under what circumstances?. Journal of Educational Psychology 2001;93:77-87
Morgan M. Self-monitoring and goal setting in private study. Contemporary Educational Psychology 1987;12:1-6
Murphy PK and Alexander PA. What counts? The predictive powers of subject-matter knowledge, strategic processing, and interest in domain-specific performance. Journal of Experimental Education 2002;70:197-214
Murphy PK, Alexander PA, Greene JA, and Edwards MA. Epistemological threads in the fabric of conceptual change research 2004 May Paper presented at the Fourth European Symposium on Conceptual Change—Philosophical, Historical, Psychological and Educational Approaches Delphi, Greece
Nelson TO, Dunlosky J, Graf A, and Narens L. Utilization of metacognitive judgments in the allocation of study during multitrial learning. Psychological Science 1994;5:207-213
Newell A. Unified theories of cognition 1990 Cambridge, MA Harvard University Press
Newell A and Simon HA. Human problem solving 1972 Englewood Cliffs, NJ Prentice Hall
Nietfeld JL and Schraw G. The effect of knowledge and strategy training on monitoring accuracy. Journal of Educational Research 2002;95 3 131-143
Oettingen G, Honig G, and Gollwitzer PM. Effective self-regulation of goal attainment. International Journal of Educational Research 2000;33 7–8 705-732
Paas F and Kester L. Learner and information characteristics in the design of powerful learning environments. Applied Cognitive Psychology 2006;20:281-285
Paris SG and Paris AH. Classroom applications of research on self-regulated learning. Educational Psychologist 2001;36 2 89-101
Paulsen MB and Feldman KA. Epistemological beliefs and self-regulated learning. Journal of Staff, Program and Organizational Development 1999;16:83-91
Paulsen MB and Feldman KA. The conditional and interaction effects of epistemological beliefs on the self-regulated learning of college students: Motivational strategies. Research in Higher Education 2005;46:731-768
Perels F, Gürtler R, and Schmitz B. Training of self-regulatory and problem-solving competence. Learning and Instruction 2005;15:123-139
Perry N, Phillips L, and Dowler J. Examining features of tasks and their potential to promote self-regulated learning. Teachers College Record 2004;106:1854-1878
Perry N, VandeKamp KO, Mercer LK, and Nordby CJ. Investigating teacher-student interactions that foster self-regulated learning. Educational Psychologist 2002;37:5-15
Perry NE. Young children’s self-regulated learning and the contexts that support it. Journal of Educational Psychology 1998;90:715-729
Perry NE, Turner JC, and Meyer DK. Alexander PA and Winne PH. Classrooms as contexts for motivating learning. Handbook of educational psychology 2006 2 Mahwah, NJ Lawrence Erlbaum 327-348
Peverly ST, Brobst KE, and Graham M. College adults are not good at self-regulation: A study on the relationship of self-regulation, note taking, and test taking. Journal of Educational Psychology 2003;95 2 335-346
Pintrich P and De Groot E. Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology 1990;82 2 33-40
Pintrich P and Zusho A. Wigfield A and Eccles J. The development of academic self-regulation: The role of cognitive and motivational factors. Development of achievement motivation 2002 San Diego, CA Academic Press 249-284
Pintrich PR. Understanding interference and inhibition processes from a motivational and self-regulated learning perspective: Comments on Dempster and Corkill. Educational Psychology Review 1999;11 2 105-115
Pintrich PR. Boekaerts M, Pintrich P, and Zeidner M. The role of goal orientation in self-regulated learning. Handbook of self regulation 2000 New York Academic Press 452-502
Pintrich PR. A conceptual framework for assessing motivation and self-regulated learning in college students. Educational Psychology Review 2004;16:385-407
Pintrich PR and Schunk DH. Motivation in education: Theory, research, and application 2002 2 Englewood Cliffs, NJ Prentice Hall
Pressley M, Ghatala ES, Woloshyn V, and Pirie J. Sometimes adults miss the main ideas and do not realize it: Confidence in responses to short-answer and multiple-choice comprehension questions. Reading Research Quarterly 1990;25 3 232-249
Pressley M and Harris KR. Alexander PA and Winne PH. Cognitive strategies instruction: From basic research to classroom instruction. Handbook of educational psychology 2006 2 Mahwah, NJ Lawrence Erlbaum 265-286
Ridley DS, Schutz PA, Glanz RS, and Weinstein CE. Self-regulated learning: The interactive influence of metacognitive awareness and goal-setting. Journal of Experimental Education 1992;60 4 293-306
Robbins SB, Lauver K, Le H, Davis D, Langley R, and Carlstrom A. Do psychosocial and study skill factors predict college outcomes? A meta-analysis. Psychological Bulletin 2004;130:261-288
Rozendaal JS, Minnaert A, and Boekaerts M. The influence of teacher perceived administration of self-regulated learning on students’ motivation and information-processing. Learning and Instruction 2005;15:141-160
Ruban LM, McCoach DB, McGuire JM, and Reis SM. The differential impact of academic self-regulatory methods on academic achievement among university students with and without learning disabilities. Journal of Learning Disabilities 2003;36 3 270-287
Ryan RM and Deci EL. Sansone C and Harackiewicz JM. When rewards compete with nature: The undermining of intrinsic motivation and self-regulation. Intrinsic and extrinsic motivation: The search for optimal motivation and performance 2000 San Diego, CA Academic Press 13-54
Schiefele U, Krapp A, and Winteler A. Renninger KA, Hidi S, and Krapp A. Interest as a predictor of academic achievement: A meta-analysis of research. The role of interest in learning and development 1992 Hillsdale, NJ Lawrence Erlbaum 183-212
Schommer M. Effects of beliefs about the nature of knowledge on comprehension. Journal of Educational Psychology 1990;82 3 498-504
Schommer M. Epistemological development and academic performance among secondary students. Journal of Educational Psychology 1993;85 3 406-411
Schommer M, Crouse A, and Rhodes N. Epistemological beliefs and mathematical text comprehension: Believing it is simple does not make it so. Journal of Educational Psychology 1992;84:435-443
Schraw G. The effect of metacognitive knowledge on local and global monitoring. Contemporary Educational Psychology 1994;19:143-154
Schraw G, Horn C, Thorndike-Christ T, and Bruning R. Academic goal orientations and student classroom achievement. Contemporary Educational Psychology 1995;20:359-368
Schraw G and Nietfeld J. A further test of the general monitoring skill hypothesis. Journal of Educational Psychology 1998;90 2 236-248
Schunk DH. Effects of effort attributional feedback on children’s perceived self-efficacy and achievement. Journal of Educational Psychology 1982;74:548-556
Schunk DH. Ability versus effort attributional feedback: Differential effects on self-efficacy and achievement. Journal of Educational Psychology 1983;75:848-856
Schunk DH and Cox PD. Strategy training and attributional feedback with learning disabled students. Journal of Educational Psychology 1986;78:201-209
Schunk DH. Learning theories: An educational perspective 1991 New York Merrill/Macmillan
Schunk DH and Pajares F. Wigfield A and Eccles JS. The development of academic self-efficacy. Development of achievement motivation 2002 San Diego, CA Academic Press 15-32
Schwartz LS and Gredler ME. The effects of self-instructional materials on goal setting and self-efficacy. Journal of Research and Development in Education 1998;31 2 83-89
Siegler RS. Emerging minds: The process of change in children’s thinking 1996 New York Oxford University Press
Sinkavich FK. Performance and metamemory: Do students know what they don’t know?. Journal of Instructional Psychology 1995;22 1 77-88
Snow RE, Corno L, and Jackson D III. Berliner DC and Calfee RC. Individual differences in affective and conative functions. Handbook of educational psychology 1996 New York Macmillan 243-310
Stone NJ. Exploring the relationship between calibration and self-regulated learning. Educational Psychology Review 2000;12:437-475
Sweller J. Discussion of “Emerging topics in cognitive load research: Using learner and information characteristics in the design of powerful learning environments. Applied Cognitive Psychology 2006;20:353-357
Thiede KW and Anderson MCM. Summarizing can improve metacomprehension accuracy. Contemporary Educational Psychology 2003;28 2 129-160
Thiede KW, Anderson MCM, and Therriault D. Accuracy of metacognitive monitoring affects learning of texts. Journal of Educational Psychology 2003;95 1 66-73
Thiede KW and Dunlosky J. Toward a general model of self-regulated study: An analysis of selection of items for study and self-paced study time. Journal of Experimental Psychology 1999;25 4 1024-1037
VanZile-Tamsen C and Livingston JA. The differential impact of motivation on the self-regulated strategy use of high- and low-achieving college students. Journal of College Student Development 1999;40 1 54-60
Wade SE and Trathen W. Effect of self-selected study methods on learning. Journal of Educational Psychology 1989;81 1 40-47
Wigfield A and Eccles JS. Wigfield A and Eccles JS. The development of competence beliefs and values from childhood through adolescence. Development of achievement motivation 2002 San Diego, CA Academic Press 92-120
Wigfield A, Eccles JS, Schiefele U, Roesner R, and Davis-Kean P. Damon W and Lerner RM. Development of achievement motivation. Handbook of child psychology 2006 6 Hoboken, NJ John Wiley 933-1002
Wigfield A, Eccles JS, Yoon KS, Harold RD, Arbreton A, Freedman-Doan C, et al. Changes in children’s competence beliefs and subjective task values across the elementary school years: A three-year study. Journal of Educational Psychology 1997;89:451-469
Winne PH. Zimmerman BJ and Schunk DH. Self-regulated learning viewed from models of information processing. Self-regulated learning and academic achievement: Theoretical perspectives 2001 2 Mahwah, NJ Lawrence Erlbaum 153-189
Winne PH and Hadwin AF. Hacker DJ, Dunlosky J, and Graesser A. Studying as self-regulated learning. Metacognition in educational theory and practice 1998 Hillsdale, NJ Lawrence Erlbaum 277-304
Winne PH and Jamieson-Noel D. Exploring students’ calibration of self reports about study tactics and achievement. Contemporary Educational Psychology 2002;27 4 551-572
Winne PH and Jamieson-Noel D. Self-regulating studying by objectives for learning: Students’ reports compared to a model. Contemporary Educational Psychology 2003;28 3 259-276
Winne PH and Perry NE. Boekaerts M, Pintrich P, and Zeidner M. Measuring self-regulated learning. Handbook of self-regulation 2000 San Diego, CA Academic Press 531-566
Wolters CA. Regulation of motivation: Evaluating an underemphasized aspect of self-regulated learning. Educational Psychologist 2003;38 4 189-205
Young JD. The effect of self-regulated learning strategies on performance in learner controlled computer-based instruction. Educational Technology, Research and Development 1996;44 2 17-27
Zimmerman BJ. Zimmerman BJ and Schunk D. Models of self-regulated learning and academic achievement. Self-regulated learning and academic achievement: Theory, research, and practice 1989 New York Springer-Verlag 1-25
Zimmerman BJ. Boekaerts M, Pintrich P, and Zeidner M. Attaining self-regulation: A social cognitive perspective. Handbook of self regulation 2000 New York Academic Press 13-39
Zimmerman BJ. Zimmerman BJ and Schunk D. Theories of self-regulated learning and academic achievement: An overview and analysis. Self-regulated learning and academic achievement: Theoretical perspectives 2001 Mahwah, NJ Lawrence Erlbaum 1-38
Zimmerman BJ. Ericsson KA, Charness N, Feltovich JP, and Hoffman RR. Development and adaptation of expertise: The role of self-regulatory processes and beliefs. The Cambridge handbook of expertise and expert performance 2006 Cambridge, UK Cambridge University Press 705-722
Zimmerman BJ and Kitsantas A. Acquiring writing revision and self-regulatory skill through observation and emulation. Journal of Educational Psychology 2002;94 4 660-668
Zimmerman BJ and Schunk D. Self-regulated learning and academic achievement: Theoretical perspectives 2001 Mahwah, NJ Lawrence Erlbaum
Zusho A and Pintrich PR. Fear of not learning? The role of mastery avoidance goals in Asian American and European American college students 2000 April Paper presented at the annual meeting of the American Educational Research Association New Orleans, LA
Cite article
Cite article
Cite article
OR
Download to reference manager
If you have citation software installed, you can download article citation data to the citation manager of your choice
Information, rights and permissions
Information
Published In
Article first published: September 2007
Issue published: September 2007
Keywords
Authors
Metrics and citations
Metrics
Journals metrics
This article was published in Review of Educational Research.
VIEW ALL JOURNAL METRICSArticle usage*
Total views and downloads: 5787
*Article usage tracking started in December 2016
Altmetric
See the impact this article is making through the number of times it’s been read, and the Altmetric Score.
Learn more about the Altmetric Scores
Articles citing this one
Receive email alerts when this article is cited
Web of Science: 248 view articles Opens in new tab
Crossref: 245
- What Learning Strategies are Used by Programming Students? A Qualitati...
- Impact of AI assistance on student agency
- Examining change in students’ self-regulated learning patterns after a...
- Enacting control with student dashboards: The role of motivation
- The good and bad of an online asynchronous general education course: S...
- Modeling learning behaviors and predicting performance in an intellige...
- Cognitive load patterns affect temporal dynamics of self-regulated lea...
- The Relationship Between Self-Regulated Learning Competency and Clinic...
- Effects of Audio Feedback in an Online Assessment in Students’ Academi...
- Educational Design Principles of Using AI Chatbot That Supports Self-R...
- A Theoretical and Metatheoretical Reframing of the Development of Cogn...
- How Does Cognitive Load Interact with Self-Regulated Learning? A Dynam...
- Analytics of self-regulated learning scaffolding: effects on learning ...
- A multi-level growth modeling approach to measuring learner attention ...
- Do Students’ Questions during Chemistry Lectures Predict Perceived Com...
- Breaking the mold: Study strategies of students who improve their achi...
- Using eye tracking to examine expert-novice differences during simulat...
- How students view online knowledge: Epistemic beliefs, self-regulated ...
- Enhancing Sustainable Arts Education: Comparative Analysis of Creative...
- Let Learners Monitor the Learning Content and Their Learning Behavior!...
- Task complexity affects temporal characteristics of self-regulated lea...
- Time-driven modeling of student self-regulated learning in network-bas...
- Impact of more realistic and earlier practice exams on student metacog...
- Metacognitive Monitoring via Strategies and Judgments
- Goal-setting in support of learning during search: An exploration of l...
- Fostering regulatory processes using computational scaffolding
- The Effect of Self-Regulated Learning in Online Professional Training
- From self-regulated learning to computer-delivered integrated speaking...
- Assessing Learner Engagement and the Impact on Academic Performance wi...
- Progression of students' SRL processes in subsequent programming probl...
- Taking notes as a strategy for solving reality-based tasks in mathemat...
- Determinants of learning outcomes with online teaching based on studen...
- Measuring and Validating Assumptions About Self-Regulated Learning wit...
- Adaptive or adapted to: Sequence and reflexive thematic analysis to un...
- Do Learners Appreciate Adaptivity? An Epistemic Network Analysis of Ho...
- Yükseköğretimde Öz Düzenleyici Öğrenme Becerileri ve Modellerine İlişk...
- Improving metacognition through self-explication in a digital self-reg...
- A Heuristic Assessment Framework for the Design of Self-Regulated Lear...
- Structure, relationship, and determinants of monitoring strategies and...
- Understanding Self-Regulated Learning and Its Importance in Online Lea...
- The Promises and Pitfalls of Self-regulated Learning Interventions in ...
- Online self‐regulated learning and academic procrastination: A moderat...
- Enhancing Oral Academic English as a Medium of Instruction (EMI) throu...
- Developing self-efficacy through an extra preparatory school year: Low...
- A Path Analysis Model of Self- vs. Educational-Context- Regulation as ...
- Wie Familienmerkmale und Lernverhalten von Schüler*innen den Effekt vo...
- Knowledge Translation Research to Promote Behavior Changes in Rehabili...
- Peer Assessment and Video Feedback for Fostering Self, Co, and Shared ...
- Self-regulated learning as a complex dynamical system: Examining stude...
- Personality Traits as Predictors of Self-Regulated Learning and Academ...
- Motivation-Achievement Cycles in Learning: a Literature Review and Res...
- The Role of Self-Improving Tutoring Systems in Fostering Pre-Service T...
- Educational programs for learning to observe movement quality in physi...
- Pedagogical Agent Support and Its Relationship to Learners’ Self-regul...
- SR-WMS: A Typology of Self-Regulation in Writing from Multiple Sources
- Examining the critical role of evaluation and adaptation in self-regul...
- A Review of Feedback Models and Theories: Descriptions, Definitions, a...
- Learning Analytics to Reveal Links Between Learning Design and Self-Re...
- Executive Function and Metacognition: Relations and Measure on High In...
- Students matter the most in learning analytics: The effects of interna...
- Longitudinal self-directed competence development of university studen...
- The Impact and Gender Difference of Learning Motivation and Self-Regul...
- Revealing the hidden structure of physiological states during metacogn...
- Methodological progress in the study of self-regulated learning enable...
- Item-level monitoring, response style stability, and the hard-easy eff...
- Changes in metacognitive monitoring accuracy in an introductory physic...
- What can moment-by-moment learning curves tell about students’ self-re...
- Comparing the roles and correlates of emotions in class and during onl...
- Predictive Student Modeling in Game-Based Learning Environments with W...
- A Theoretical and Evidence-Based Conceptual Design of MetaDash: An Int...
- Revealing Data Feature Differences Between System- and Learner-Initiat...
- Data Visualizations to Foster Self-regulated Learning with Intelligent...
- Evaluating LA Dashboard in Secondary School and Higher Education: Fost...
- Exploring Interactions Between Motivation and Cognition to Better Shap...
- Predicting achievement and providing support before STEM majors begin ...
- Teacher Support of Co- and Socially-Shared Regulation of Learning in M...
- Adults’ Self-Regulatory Behaviour Profiles in Blended Learning Environ...
- The design risks framework: Understanding metacognition for iteration
- Diseño de tareas para promover aprendizaje autorregulado en la univers...
- Classroom assessment as the co-regulation of learning
- Modeling Metacomprehension Monitoring Accuracy with Eye Gaze on Inform...
- Peer-Prompted Engineering Design: How Do Adolescents Interact and Stra...
- College students' regulation of cognition, motivation, behavior, and c...
- Self-assessment in the process of self-regulated learning and its rela...
- A Predictive System Informed by Students’ Similar Behaviour
- Understanding Self-Regulated Learning and Its Importance in Online Lea...
- Background Similarities as a Way to Predict Students’ Behaviour
- Autorregulación y metacognición en el aprendizaje: un modelo de integr...
- Scaffolding student teachers' information‐seeking behaviours with a ne...
- Linguistic characteristics of reflective states in video annotations u...
- The effect of cues for calibration on learners' self-regulated learnin...
- The concreteness of titles affects metacognition and study motivation
- Pay attention to digital text: The impact of the media on text compreh...
- Granularity matters: comparing different ways of measuring self-regula...
- Teaching study skills in mathematics service courses—how to cope with ...
- Towards Hybrid Human-System Regulation
- Examining Gaze Behaviors and Metacognitive Judgments of Informational ...
- Past and Present of Self-Regulated Learning (SRL) in Digital Learning ...
- A Framework for Self-Regulated Project-Based Learning in Higher Educat...
- Unpacking the ‘Learning' in Student-Facing Analytics
- Teachers’ roles and identities in student-centered classrooms
- Investigation of community of inquiry framework in regard to self-regu...
- Monitoring in collaborative learning: Co-occurrence of observed behavi...
- Anchoring the Creative Process Within a Self-Regulated Learning Framew...
- Learning Strategies for First-Year Biology: Toward Moving the “Murky M...
- Impact and educational outcomes of a small group self‐directed teachin...
- The role of scaffold interactivity in supporting self-regulated learni...
- Chapter 3. Cognitive processes and digital reading
- When people’s judgments of learning (JOLs) are extremely accurate at p...
- Modeling Learners' Cognitive and Affective States to Scaffold SRL in O...
- Helping students to become capable learners
- The influence of students' cognitive and motivational characteristics ...
- Ineffective learning strategies: a significant barrier to post-seconda...
- How Do We Model Learning at Scale? A Systematic Review of Research on ...
- The Influence of Motivational Regulation Strategies on Online Students...
- Applying Self-regulated Learning to the Dynamic STEM Classroom
- The role of self-regulated learning in students' success in flipped un...
- How Immersive Virtual Environments Foster Self-Regulated Learning
- Examining students’ self-set goals for self-regulated learning: Goal p...
- Relationships between motivational strategies and cognitive learning i...
- Statistical Literacy as a Function of Online Versus Hybrid Course Deli...
- Executive function and metacognition: Towards a unifying framework of ...
- Extending the testing effect to self-regulated learning
- In search of attributes that support self-regulation in blended learni...
- A Review of Self-regulated Learning: Six Models and Four Directions fo...
- Self-regulated learning microanalysis as a tool to inform professional...
- Learning analytics to unveil learning strategies in a flipped classroo...
- Prompted Self-Regulated Learning Assessment and Its Effect for Achievi...
- Self-regulated learning in higher education: strategies adopted by com...
- Mining the Edublogosphere to Enhance Teacher Professional Development
- The effects of strategy training and an extrinsic incentive on fourth-...
- Developing an integrated framework of problem-based learning and coach...
- Eliciting Reciprocal Peer-Tutoring Groups’ Metacognitive Regulation Th...
- Nontraditional student withdrawal from undergraduate accounting progra...
- The Relation Between Self-Regulated Learning and Academic Achievement ...
- Examining evolutions in the adoption of metacognitive regulation in re...
- The effect of audio recording and playback on self-assessment among mi...
- The Effects of Motivation, Academic Emotions, and Self-Regulated Learn...
- Measuring the impact of technological scaffolding interventions on mic...
- Generalizing screen inferiority - does the medium, screen versus paper...
- Supporting science learning in linguistically diverse classrooms: Fact...
- The Effect of Metacognitive Scaffolds on Low Achievers’ Laboratory Lea...
- Teaching Reading and Viewing to L2 Learners
- CONTENT ANALYSIS OF 1998–2012 EMPIRICAL STUDIES IN SCIENCE READING USI...
- 16. La présentation d’un article de recherche de type théorique Articl...
- Critical features of peer assessment of clinical performance to enhanc...
- The Impact of a Summer Bridge Program on Nontraditional Student Develo...
- Scripting and awareness tools for regulating collaborative learning: C...
- Similarities and Differences in Self-Regulated Learning Processes in S...
- A latent profile analysis of university students’ self-regulated learn...
- Teacher beliefs, knowledge, and practice of self-regulated learning
- Contrasting case instruction can improve self-assessment of writing
- Self‐regulated learning in healthcare profession education: theoretica...
- Les facteurs psychologiques qui ont un effet sur la réussite des étudi...
- Regulation During Cooperative and Collaborative Learning: A Theory-Bas...
- Using multiple, contextualized data sources to measure learners’ perce...
- An Innovative Peer Assessment Approach to Enhance Guideline Adherence ...
- Effects of sequences of socially regulated learning on group performan...
- A critical consideration of the alignment between the discourse of sel...
- The Relationship between Self-Regulation, Personal Epistemology, and B...
- How self-regulation helps to master negotiation challenges: An overvie...
- Promoting Self-regulated Learning in an Intelligent Tutoring System fo...
- Self-regulation: A Critical Learner Characteristic for Seamless Learni...
- Causal Models and Big Data Learning Analytics
- A Multimedia Adaptive Tutoring System for Mathematics that Addresses C...
- A case of technology-enhanced formative assessment and achievement in ...
- Sequential and temporal characteristics of self and socially regulated...
- Multimedia Learning of Metacognitive Strategies
- Long-Term Self-Regulation of Biology Learning Using Standard Junior Hi...
- Overcoming screen inferiority in learning and calibration
- The effect of concrete supplements on metacognitive regulation during ...
- Assisting learning in e-assessment: a closer look at educational suppo...
- Self-monitoring and knowledge-building in learning by teaching
- Testing interest and self-efficacy as predictors of academic self-regu...
- Cultivating Self-Regulation for Students With Mild Disabilities...
- Open Badges: Challenges and Opportunities
- Epistemological Beliefs and Students’ Adaptive Perception of Task Comp...
- The role of a novel formative assessment tool (Stats-mIQ) and individu...
- Academic Effort and Achievement in Science: Beyond a Gendered Relation...
- Training of self-regulated learning skills on a social network system
- Considering class-based values related to guardian involvement and the...
- Response to Vassallo's claims from a historically situated view of sel...
- Why should I prepare? a mixed method study exploring the motives of me...
- Toward a Conceptual Model of Mentoring Research: Integration with Self...
- Patterns in elementary school students′ strategic actions in varying l...
- Personalised learning: lessons to be learnt
- Analysis of Task Commitment Types of Science Learning in High School S...
- Development of An Inventory to Classify Task Commitment Type in Scienc...
- Shallow strategy development in a teachable agent environment designed...
- Ambient e-Learning: a metacognitive approach
- Changing models for researching pedagogy with information and communic...
- Analyzing Navigation Patterns to Scaffold Metacognition in Hypertext S...
- nStudy: Tracing and Supporting Self-Regulated Learning in the Internet
- Using Trace Data to Examine the Complex Roles of Cognitive, Metacognit...
- Fostering Self-Regulated Learning: An Introduction
- When Students Take Control: Investigating the Impact of the CREST Inqu...
- Executive functioning, metacognition, and self-perceived competence in...
- Observations of a Working Class Family: Implications for Self-Regulate...
- Investigating how college students’ task definitions and plans relate ...
- Self‐Regulation and Learning
- Taking reading comprehension exams on screen or on paper? A metacognit...
- General knowledge monitoring as a predictor of in‐class exam performan...
- Are judgments of learning made after correct responses during retrieva...
- Exploring the potential impact of reciprocal peer tutoring on higher e...
- Differently structured advance organizers lead to different initial sc...
- Effects of a collaborative annotation method on students’ learning and...
- Exploring counter-theoretical instances of graduate learners’ self-reg...
- A Self-regulated Learning Perspective on Student Engagement
- Expanding the Dimensions of Epistemic Cognition: Arguments From Philos...
- An integrated approach to self-regulated learning platform enhanced wi...
- Self-regulated learning, students' understanding and performance in en...
- Making the most of teaching at the chairside
- Implications of Institutionalizing Self-Regulated Learning: An Analysi...
- Interactions of Metacognition With Motivation and Affect in Self-Regul...
- Teacher Feedback in Formative Classroom Assessment
- Self-Regulated Learning and the Allocation of Study Time
- Nonlinear technology: Changing the conception of extrinsic motivation?
- Online learning in dentistry: an overview of the future direction for ...
- Exploring relations among college students’ prior knowledge, implicit ...
- The Role of Epistemic Beliefs in Students’ Self-Regulated Learning Wit...
- Measuring Cognitive and Metacognitive Regulatory Processes During Hype...
- Measuring Self-Regulation in Computer-Based Learning Environments
- Self-Regulated Learning
- Epistemological beliefs are standards for adaptive learning: a functio...
- ‘Your thrust is to understand’ – how academically successful students ...
- Aging and cognitive performance: Challenges and implications for physi...
- Computer Use in a Primary School: A Case-Study of Self-Regulated Learn...
- Formative Assessment
- Effects of self-assessment scripts on self-regulation and learning
- Academic motivation and self-regulation: A comparative analysis of und...
- Formative Assessment Issues Across the Curriculum: The Theory and the ...
- Junior Secondary Students' Perceptions of Influences on Their Engageme...
- Instructional Conferencing...
- Student conscientiousness, self‐regulated learning, and science achiev...
- Theoretical, conceptual, methodological, and instructional issues in r...
- Developing the theory of formative assessment
- A macro-level analysis of SRL processes and their relations to the acq...
- Why This and Why Now? Introduction to the Special Issue on Metacogniti...
- Making a mark – taking assessment to technology
- Promoting Academic Motivation and Self-Regulation: Practical Guideline...
- Development and Initial Validation of the Online Learning Value and Se...
- Article de recherche théorique et article de recherche empirique : par...
- The effect of a human agent’s external regulation upon college student...
- Understanding the complex nature of self-regulatory processes in learn...
Figures and tables
Figures & Media
Tables
View Options
Get access
Access options
If you have access to journal content via a personal subscription, university, library, employer or society, select from the options below:
loading institutional access options
AERA members can access this journal content using society membership credentials.
AERA members can access this journal content using society membership credentials.
Alternatively, view purchase options below:
Purchase 24 hour online access to view and download content.
Access journal content via a DeepDyve subscription or find out more about this option.
