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Wenxiao Zhang & Yanqing Li. (2023) Development and validation of a questionnaire to assess classroom assessment from the self-regulated learning perspective. Oxford Review of Education 49:6, pages 781-799.
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Samantha T. Ives, Seth A. Parsons, Deidre Cutter, Sara A. Field, Madelyn Stephens Wells & Michelle Lague. (2023) Intrinsic and Extrinsic Reading Motivation: Context, Theory, and Measurement. Reading Psychology 44:3, pages 306-325.
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Articles from other publishers (19)
Jing Wang, Huixuan Zhou, Shuyu Chen, Hongjie Tong & Yuqin Yang. (2024) How teachers support secondary school students to become self-regulated learners in technology-enhanced language learning. System 123, pages 103313.
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Stella Vosniadou, Erin Bodner, Helen Stephenson, David Jeffries, Michael J. Lawson, IGusti Ngurah Darmawan, Sean Kang, Lorraine Graham & Charlotte Dignath. (2024) The promotion of self-regulated learning in the classroom: a theoretical framework and an observation study. Metacognition and Learning 19:1, pages 381-419.
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Ying Xiong. (2024) Investigating the Impact of Collaborative Strategic Reading on Reading Comprehension and Reading Anxiety Among High School EFL Lower Attainers合作策略閱讀對高中英語低成就學生之閱讀理解和閱讀焦慮的影響. English Teaching & Learning.
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Yucheng Cao, Young-Suk Grace Kim & Minkyung Cho. (2022) Are Observed Classroom Practices Related to Student Language/Literacy Achievement?. Review of Educational Research 93:5, pages 679-717.
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Hong Li & Zhengdong Gan. (2022) Reading motivation, self-regulated reading strategies and English vocabulary knowledge: Which most predicted students’ English reading comprehension?. Frontiers in Psychology 13.
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Kit Ling Lau. (2022) Exploring achievement-level differences in implementing self-regulated learning instruction in a classical Chinese reading intervention program. Frontiers in Education 7.
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Jenny V. Bittner, Christian Stamov Roßnagel & Ursula M. Staudinger. (2021) Educational self-regulation competence: toward a lifespan-based concept and assessment strategy. International Journal for Educational and Vocational Guidance 22:2, pages 307-325.
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Wenjuan Guo, Barry Bai & Huan Song. (2021) Influences of process-based instruction on students’ use of self-regulated learning strategies in EFL writing. System 101, pages 102578.
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Charlotte Dignath & Marcel V. J. Veenman. (2020) The Role of Direct Strategy Instruction and Indirect Activation of Self-Regulated Learning—Evidence from Classroom Observation Studies. Educational Psychology Review 33:2, pages 489-533.
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Yang Dong, Sammy Xiaoying Wu, Weisha Wang & Shuna Peng. (2019) Is the Student-Centered Learning Style More Effective Than the Teacher-Student Double-Centered Learning Style in Improving Reading Performance?. Frontiers in Psychology 10.
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Wenxiao Zhang & Yanqing Li. (2019) A Qualitative Examination of Classroom Assessment in Chinese High Schools from the Perspective of Self-Regulated Learning. Frontiers of Education in China 14:3, pages 387-421.
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Wenjuan Guo & Jun Wei. (2019) Teacher Feedback and Students’ Self-regulated Learning in Mathematics: A Study of Chinese Secondary Students. The Asia-Pacific Education Researcher 28:3, pages 265-275.
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Wenxiao Zhang. (2017) Using classroom assessment to promote self-regulated learning and the factors influencing its (in)effectiveness. Frontiers of Education in China 12:2, pages 261-295.
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Daniel L. Dinsmore. (2017) Toward a Dynamic, Multidimensional Research Framework for Strategic Processing. Educational Psychology Review 29:2, pages 235-268.
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Lau Kit-ling. (2017) Classical Chinese reading instruction: Current practices and their relationship with students' strategy use and reading motivation. Teaching and Teacher Education 64, pages 175-186.
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Heng Jiang. (2015) A Chinese Learner and Her Self-Regulated Learning: An Autoethnography. Frontiers of Education in China 10:1, pages 132-152.
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Kit-ling Lau & Xiao-bo Chen. (2013) Perception of reading instruction and self-regulated learning: A comparison between Chinese students in Hong Kong and Beijing. Instructional Science 41:6, pages 1083-1101.
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