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Timothy J. Cleary, Jackie Slemp, Linda A. Reddy, Alexander Alperin, Angela Lui, Amanda Austin & Tori Cedar. (2023) Characteristics and Uses of SRL Microanalysis across Diverse Contexts, Tasks, and Populations: A Systematic Review. School Psychology Review 52:2, pages 159-179.
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H. Korpershoek, E. T. Canrinus, M. Fokkens-Bruinsma & H. de Boer. (2020) The relationships between school belonging and students’ motivational, social-emotional, behavioural, and academic outcomes in secondary education: a meta-analytic review. Research Papers in Education 35:6, pages 641-680.
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Jane Murray & David Cousens. (2020) Primary school children’s beliefs associating extra-curricular provision with non-cognitive skills and academic achievement. Education 3-13 48:1, pages 37-53.
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W. Sean Kearney & Theresa Garfield. (2019) Student Readiness to Learn and Teacher Effectiveness: Two Key Factors in Middle Grades Mathematics Achievement. RMLE Online 42:5, pages 1-12.
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Timothy Cleary, Rui Zhang, Michelle R. Russo & Jacqueline Slemp. A Systematic Review of the Self-Regulation Strategy Inventory (SRSI): Uses, Applications and Psychometric Characteristics. School Psychology Review 0:0, pages 1-20.
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Mark Feng Teng & Chenghai Qin. Assessing metacognitive writing strategies and the predictive effects on multimedia writing. Asia Pacific Journal of Education 0:0, pages 1-24.
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Ittipaat Suwathanpornkul, Orn-uma Charoensuk, Panida Sakuntanak, Manaathar Tulmethakaan & Chawapon Sarnkhaowkhom. (2024) A Causal Model of Learning Loss in the Midst of COVID-19 Pandemic Among Thai Lower Secondary School Students. European Journal of Educational Research volume-13-2024:volume-13-issue-3-july-2024, pages 1155-1170.
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Mathilde Riant, Anne-Laure de Place, Pascal Bressoux, Anatolia Batruch, Marinette Bouet, Marco Bressan, Genavee Brown, Fabrizio Butera, Carlos Cepeda, Anthony Cherbonnier, Céline Darnon, Marie Demolliens, Olivier Desrichard, Théo Ducros, Luc Goron, Brivael Hémon, Pascal Huguet, Eric Jamet, Ruben Martinez, Vincent Mazenod, Nathalie Mella, Estelle Michinov, Nicolas Michinov, Nana Ofosu, Laurine Peter, Benoît Petitcollot, Céline Poletti, Isabelle Régner, Anaïs Robert, Ocyna Rudmann, Camille Sanrey, Arnaud Stanczak, Farouk Toumani, Simon Vilmin, Emilio Paolo Visintin, Eva Vives & Pascal Pansu. (2024) Does the Jigsaw method improve motivation and self-regulation in vocational high schools?. Contemporary Educational Psychology 77, pages 102278.
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Andrea Wullschleger, Ariane Rickenbacher, Beat Rechsteiner, Urs Grob & Katharina Maag Merki. (2022) School teams’ regulation strategies for dealing with school-external expectations for school improvement. Research in Education 118:1, pages 26-48.
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David Rodriguez-Gomez, José Luís Muñoz-Moreno & Georgeta Ion. (2024) Empowering Teachers: Self-Regulated Learning Strategies for Sustainable Professional Development in Initial Teacher Education at Higher Education Institutions. Sustainability 16:7, pages 3021.
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John L. Nietfeld & Kristin F. Hoffmann. (2023)
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Nurit Paz-Baruch & Ornit Spektor-Levy. (2024) How the relationship between individual and social factors informs the narrowing of gender gaps in elementary mathematical achievements. Frontiers in Education 9.
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Dimitrios Moustakas & Eleftheria Ν. Gonida. (2023) Motivational Profiles of High Achievers in Mathematics: Relations with Metacognitive Processes and Achievement Emotions. Education Sciences 13:10, pages 970.
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Tri Astuti Arigiyati, Betty Kusumaningrum, Irma Leny Maysaroh, K. S. Kuncoro, Samsul Pahmi & Bahadır Özsüt. (2023) The effect of self-regulated learning and learning interest on mathematics learning outcomes. Union: Jurnal Ilmiah Pendidikan Matematika 11:2, pages 317-329.
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Tufan Adıgüzel, Gürsu Aşık, Mehmet Akın Bulut, Mehmet Haldun Kaya & Serkan Özel. (2023) Teaching self-regulation through role modeling in K-12. Frontiers in Education 8.
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Nurit Paz-Baruch & Hnade Hazema. (2023) Self-Regulated Learning and Motivation Among Gifted and High Achieving Students in Science, Technology, Engineering, and Mathematics Disciplines: Examining Differences Between Students From Diverse Socioeconomic Levels. Journal for the Education of the Gifted, pages 016235322211438.
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Yuting Chen, Debbie L. Hahs-Vaughn & Haiyan Bai. (2021) The Relationship Between Body Mass Index and Children’s Mathematics Performance: A Growth Curve Model. Early Childhood Education Journal 51:1, pages 89-104.
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Hsin Ning Jessie Ho, Jyh-Chong Liang & Chin-Chung Tsai. (2021) The Interrelationship Among High School Students’ Conceptions of Learning Science, Self-Regulated Learning Science, and Science Learning Self-Efficacy. International Journal of Science and Mathematics Education 20:5, pages 943-962.
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Detalia Noriza Munahefi, Kartono, Budi Waluya & Dwijanto. (2022) Analysis of Self-Regulated Learning at Each Level of Mathematical Creative Thinking Skill. Bolema: Boletim de Educação Matemática 36:72, pages 580-601.
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Michelle Taub, Allison M. Banzon, Tom Zhang & Zhongzhou Chen. (2022) Tracking Changes in Students’ Online Self-Regulated Learning Behaviors and Achievement Goals Using Trace Clustering and Process Mining. Frontiers in Psychology 13.
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I. Rafi & H. Retnawati. Exploring the use of portfolio assessment in fostering students’ mathematical creativity and self-regulated learning in an era of uncertainty. Exploring the use of portfolio assessment in fostering students’ mathematical creativity and self-regulated learning in an era of uncertainty.
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Kalina Gjicali & Anastasiya A. Lipnevich. (2021) Got math attitude? (In)direct effects of student mathematics attitudes on intentions, behavioral engagement, and mathematics performance in the U.S. PISA. Contemporary Educational Psychology 67, pages 102019.
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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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Stuart A. Karabenick, Jean-Louis Berger, Erik Ruzek & Katerina Schenke. (2021) Strategy Motivation and Strategy Use: Role of Student Appraisals of Utility and Cost. Metacognition and Learning 16:2, pages 345-366.
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Mesut Öztürk & İsmail Sarikaya. (2021) The relationship between the mathematical reasoning skills and video game addiction of Turkish middle schools students: A serial mediator model. Thinking Skills and Creativity 40, pages 100843.
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Daniel Trias Seferian, Cindy Mels Auman & Juan Antonio Huertas Martínez. (2021) Teaching to Self-Regulate in Mathematics: A Quasi-Experimental Study with Low-Achieving Elementary School Students. Revista Electrónica de Investigación Educativa 23, pages 1-13.
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Danielle Tracey, Alexandre J. S. Morin, Reinhard Pekrun, A. Katrin Arens, Kou Murayama, Stephanie Lichtenfeld, Anne C. Frenzel, Thomas Goetz & Christophe Maïano. (2020) Mathematics Motivation in Students With Low Cognitive Ability: A Longitudinal Study of Motivation and Relations With Effort, Self-Regulation, and Grades. American Journal on Intellectual and Developmental Disabilities 125:2, pages 125-147.
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John L. Nietfeld. (2020) Predicting transfer from a game-based learning environment. Computers & Education 146, pages 103780.
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Yan Sun, Ru-De Liu, Tian-Po Oei, Rui Zhen, Yi Ding & Ronghuan Jiang. (2020) Perceived parental warmth and adolescents' math engagement in China: The mediating roles of need satisfaction and math self-efficacy. Learning and Individual Differences 78, pages 101837.
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Daniel Rodríguez Rodríguez & Remedios Guzmán Rosquete. (2019) Rendimiento académico y factores sociofamiliares de riesgo. Perfiles Educativos 41:164, pages 118-134.
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Rebeca Cerezo, Estrella Fernández, Natalia Amieiro, Antonio Valle, Pedro Rosário & José Carlos Núñez. (2019) El papel mediador de la autoeficacia y la utilidad entre el conocimiento y el uso de estrategias de autorregulación del aprendizaje. Revista de Psicodidáctica 24:1, pages 1-8.
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