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Studies in Higher Education Volume 46, 2021 - Issue 4
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Articles

Self-regulation in open-ended online assignment tasks: the importance of initial task interpretation and goal setting

Karley Beckmana School of Education, University of Wollongong, Wollongong, AustraliaCorrespondence[email protected]
ORCID Iconhttps://orcid.org/0000-0002-3435-5083View further author information
ORCID Icon,
Tiffani Appsa School of Education, University of Wollongong, Wollongong, AustraliaORCID Iconhttps://orcid.org/0000-0002-7688-176XView further author information
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Sue Bennetta School of Education, University of Wollongong, Wollongong, AustraliaORCID Iconhttps://orcid.org/0000-0001-9607-6285View further author information
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Barney Dalgarnob Division of Learning and Teaching, Charles Sturt University, Wagga Wagga, AustraliaORCID Iconhttps://orcid.org/0000-0002-6935-6844View further author information
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Gregor Kennedyc Melbourne Centre for the Study of Higher Education, University of Melbourne, Melbourne, AustraliaORCID Iconhttps://orcid.org/0000-0001-9423-7786View further author information
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Lori Lockyerd Faculty of Arts and Social Sciences, University of Technology Sydney, Sydney, AustraliaORCID Iconhttps://orcid.org/0000-0003-1517-2342View further author information
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Pages 821-835 | Published online: 20 Aug 2019

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Marissa M. Zhu, Kimberly M. Alberts, William N. Bork & David Wong. (2023) Self-regulated learning and intercultural competence: examining the role of self-regulation in supporting preservice teachers’ intercultural learning outcomes. Intercultural Education 34:5, pages 494-515.
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Li Li. (2023) Critical thinking from the ground up: teachers’ conceptions and practice in EFL classrooms. Teachers and Teaching 29:6, pages 571-593.
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Hatice Yildiz Durak & Nilüfer Atman Uslu. (2023) The role of flexible thinking and academic achievement emotions in predicting goal-setting, time management, and self-evaluation in online learning: a multi-group analysis. Interactive Learning Environments 0:0, pages 1-23.
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Julie Buhl-Wiggers, Annemette Kjærgaard & Kasper Munk. (2023) A scoping review of experimental evidence on face-to-face components of blended learning in higher education. Studies in Higher Education 48:1, pages 151-173.
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Nilüfer Atman Uslu & Hatice Yildiz Durak. (2022) Understanding self-regulation, achievement emotions, and mindset of undergraduates in emergency remote teaching: a latent profile analysis. Interactive Learning Environments 0:0, pages 1-20.
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Katri Kleemola, Heidi Hyytinen & Auli Toom. (2022) Exploring internal structure of a performance-based critical thinking assessment for new students in higher education. Assessment & Evaluation in Higher Education 47:4, pages 556-569.
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Daniel Laumann, Julian Alexander Fischer, Tatjana K. Stürmer-Steinmann, Julia Welberg, Susanne Weßnigk & Knut Neumann. (2024) Designing e-learning courses for classroom and distance learning in physics: The role of learning tasks. Physical Review Physics Education Research 20:1.
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Charlotte A. Brenner. (2023) The role of beliefs in teacher candidates' development of self‐regulated learning promoting practices. Psychology in the Schools 61:2, pages 647-656.
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Leila Ouahrani & Djamal Bennouar. (2024) Paraphrase Generation and Supervised Learning for Improved Automatic Short Answer Grading. International Journal of Artificial Intelligence in Education.
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Jodie Torrington, Matt Bower & Emma C. Burns. (2023) How remote learning impacted elementary students’ online self-regulation for learning: A COVID-19 natural experiment. Education and Information Technologies.
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Wei Dai, Jionghao Lin, Hua Jin, Tongguang Li, Yi-Shan Tsai, Dragan Gašević & Guanliang Chen. (2023) Can Large Language Models Provide Feedback to Students? A Case Study on ChatGPT. Can Large Language Models Provide Feedback to Students? A Case Study on ChatGPT.
Adam G. Gavarkovs, Rashmi A. Kusurkar & Ryan Brydges. (2023) The purpose, adaptability, confidence, and engrossment model: A novel approach for supporting professional trainees’ motivation, engagement, and academic achievement. Frontiers in Education 8.
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Kelsey Urgo & Jaime Arguello. (2023) Goal-setting in support of learning during search: An exploration of learning outcomes and searcher perceptions. Information Processing & Management 60:2, pages 103158.
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الشريفين امي & ديفيز أماندا. (2023) عليم متخصصي شرطة المستقبل وسط كوفيد -19 من منظور الإمارات العربية المتحدة. Policing: A Journal of Policy and Practice 17.
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Rizki Amelia, Roiyan One Febriani, Imam Rofiki, Wiku Aji Sugiri & Sigit Priatmoko. The level of science self-regulated learning of preservice teacher using mobile learning in the Covid-19 pandemic era. The level of science self-regulated learning of preservice teacher using mobile learning in the Covid-19 pandemic era.
Sara G Goodman. (2022) Just as Long as It’s Not an Essay: The Unessay as a Tool for Engagement in a Cognitive Psychology Course. Teaching of Psychology, pages 009862832211105.
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Amanda Davies & Rami Al Sharefeen. (2022) Educating Future Police Professionals Amid Covid-19 a UAE Perspective. Policing: A Journal of Policy and Practice 16:2, pages 282-295.
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Allyson F. Hadwin, Paweena Sukhawathanakul, Ramin Rostampour & Leslie Michelle Bahena-Olivares. (2022) Do Self-Regulated Learning Practices and Intervention Mitigate the Impact of Academic Challenges and COVID-19 Distress on Academic Performance During Online Learning?. Frontiers in Psychology 13.
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Jianzhong Xu. (2022) A profile analysis of online assignment motivation: Combining achievement goal and expectancy-value perspectives. Computers & Education 177, pages 104367.
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Heidi Hyytinen, Jani Ursin, Kaisa Silvennoinen, Katri Kleemola & Auli Toom. (2021) The dynamic relationship between response processes and self-regulation in critical thinking assessments. Studies in Educational Evaluation 71, pages 101090.
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Peter Goodyear, Lucila Carvalho & Pippa Yeoman. (2021) Activity-Centred Analysis and Design (ACAD): Core purposes, distinctive qualities and current developments. Educational Technology Research and Development 69:2, pages 445-464.
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Tiffani Apps, Karley Beckman & Sue Bennett. 2020. Re-imagining University Assessment in a Digital World. Re-imagining University Assessment in a Digital World 247 262 .

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