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Educational Psychology
An International Journal of Experimental Educational Psychology
Volume 37, 2017 - Issue 9
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Articles

Examining the ontological and epistemic assumptions of research on metacognition, self-regulation and self-regulated learning

Daniel L. DinsmoreDepartment of Foundations and Secondary Education, University of North Florida, Jacksonville, FL, USACorrespondence[email protected]
Pages 1125-1153 | Received 30 Sep 2015, Accepted 18 May 2017, Published online: 31 May 2017

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Read on this site (3)

Wenjuan Guo. (2024) Gender differences in teacher feedback and students’ self-regulated learning. Educational Studies 50:3, pages 341-361.
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Xiaotong Zhu & Carol Evans. (2024) Enhancing the development and understanding of assessment literacy in higher education. European Journal of Higher Education 14:1, pages 80-100.
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Detlef Urhahne. (2017) Editorial. Educational Psychology 37:9, pages 1027-1028.
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Articles from other publishers (14)

Carol Evans, William Kay, Sheila Amici-Dargan, Rafael De Miguel González, Karl Donert & Stephen Rutherford. (2024) Developing a scale to explore self-regulatory approaches to assessment and feedback with academics in higher education. Frontiers in Psychology 15.
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Sabine Matook, Yazhu Maggie Wang, Nuria Koeppel & Simon Guerin. (2023) Metacognitive skills in low-code app development: Work-integrated learning in information systems development. Journal of Information Technology 39:1, pages 41-70.
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Reena Cheruvalath & Ajay Ramchandra Gaude. (2024) Introducing a classroom-based intervention to regulate problem behaviours using metacognitive strategies. European Journal of Psychology of Education.
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Carol Evans & Xiaotong Zhu. (2023) The development and validation of the assessment engagement scale. Frontiers in Psychology 14.
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Yasaldez Loaiza, Mónica Patiño, Olga Umaña & Pedro Duque. (2023) What is New in Metacognition Research? Answers from Current Literature. Educación y Educadores 25:3, pages 1-24.
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Wenjuan Guo, Kit Ling Lau, Jun Wei & Barry Bai. (2021) Academic subject and gender differences in high school students’ self-regulated learning of language and mathematics. Current Psychology 42:10, pages 7965-7980.
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Yueh-Ren Ho, Bao-Yu Chen & Chien-Ming Li. (2023) Thinking more wisely: using the Socratic method to develop critical thinking skills amongst healthcare students. BMC Medical Education 23:1.
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Jean-Louis Berger. 2023. Remembering the Life, Work, and Influence of Stuart A. Karabenick. Remembering the Life, Work, and Influence of Stuart A. Karabenick 195 213 .
Neil Evan Jon Anthony Bowen & Nathan Thomas. (2022) Self-Regulated Learning and Knowledge Blindness: Bringing Language into View. Applied Linguistics 43:6, pages 1207-1216.
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Karen Porter, Paula Jean Miles & David Ian Donaldson. (2022) Teachers’ emotions in the time of COVID: Thematic analysis of interview data reveals drivers of professional agency. Frontiers in Psychology 13.
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Marcos Antonio Requena Arellano. (2022) CARACTERIZACIÓN Y DIFERENCIACIÓN DEL APRENDIZAJE AUTORREGULADO. VISIÓN COMPLEJA DESDE UNA CARTOGRAFÍA CONCEPTUAL, PARTE II. PARADIGMA, pages 671-697.
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Anar Popandopulo, Nataliia Fominykh & Ainash Kudysheva. (2021) Do educators need metacognitive skills in today's educational environment?. Thinking Skills and Creativity 41, pages 100878.
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Yang-Hsueh Chen & Yu-Ju Lin. (2020) Revalidating the Taiwanese Self-Regulation Questionnaire (New TSSRQ) and Exploring Its Relationship With College Students’ Psychological Well-Being. Frontiers in Psychology 11.
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Nathan Thomas & Heath Rose. (2018) Do Language Learning Strategies Need to Be Self‐Directed? Disentangling Strategies From Self‐Regulated Learning. TESOL Quarterly 53:1, pages 248-257.
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