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Original Articles

Self-Regulated Learning and Academic Achievement: An Overview

Pages 3-17 | Published online: 08 Jun 2010

Keep up to date with the latest research on this topic with citation updates for this article.

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Tay Hui Yong & Nithiyah Sokumaran. (2023) Exploring self-regulated learning through differentiated feedback. Cogent Education 10:1.
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Zhihong Xu, Yingying Zhao, Bingsheng Zhang, Jeffrey Liew & Ashlynn Kogut. (2023) A meta-analysis of the efficacy of self-regulated learning interventions on academic achievement in online and blended environments in K-12 and higher education. Behaviour & Information Technology 42:16, pages 2911-2931.
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Qianqian Cai, Yupeng Lin & Zhonggen Yu. (2023) Factors Influencing Learner Attitudes Towards ChatGPT-Assisted Language Learning in Higher Education. International Journal of Human–Computer Interaction 0:0, pages 1-15.
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Dario Cecilio-Fernandes, Raquel Medina-Ramírez, John Sandars & Manuel João Costa. (2023) Self-regulated learning processes across different physiotherapy clinical procedural skills and time intervals: A SRL microanalysis study. Medical Teacher 45:10, pages 1170-1176.
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Tineke Hof, Pauline M. Zuidema & Helena J. M. Pennings. (2023) Quality of life, psychosocial characteristics, and study skills affecting recruits’ intention to quit Basic Military Training. Military Psychology 35:5, pages 467-479.
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Aleksandra Stevanović, Radoslav Božić & Mirjana Štrboja. (2023) Impact of learning environments on students’ achievements in Calculus contents before and during COVID-19 crises. Interactive Learning Environments 0:0, pages 1-20.
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Jia-Hua Zhao, Patcharin Panjaburee, Gwo-Jen Hwang & Wararat Wongkia. (2023) Effects of a self-regulated-based gamified virtual reality system on students’ English learning performance and affection. Interactive Learning Environments 0:0, pages 1-28.
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Min Wu, Daner Sun, Yuqin Yang, Mengxue Li & Jin Sun. (2023) Investigating students’ performance at self-regulated learning and its effects on learning outcomes in chemistry class at the senior secondary school. International Journal of Science Education 0:0, pages 1-24.
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Wei-Long Wu, Yen Hsu, Qi-Fan Yang, Jiang-Jie Chen & Morris Siu-Yung Jong. (2023) Effects of the self-regulated strategy within the context of spherical video-based virtual reality on students’ learning performances in an art history class. Interactive Learning Environments 31:4, pages 2244-2267.
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Yossiri Yossatorn, Theerapong Binali, Cathy Weng & Nicholas O. Awuor. (2023) Relating university students’ online self-regulated English learning to motivational beliefs: a structural equation modelling analysis. Behaviour & Information Technology 42:7, pages 888-903.
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Julian Decius, Michael Knappstein & Katharina Klug. (2023) Which way of learning benefits your career? The role of different forms of work-related learning for different types of perceived employability. European Journal of Work and Organizational Psychology 0:0, pages 1-16.
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Eli Vibeke Eriksen & Edvin Bru. (2023) Investigating the Links of Social-Emotional Competencies: Emotional Well-being and Academic Engagement among Adolescents. Scandinavian Journal of Educational Research 67:3, pages 391-405.
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Quincy Conley, John Sadauskas, Robert Christopherson, Lijia Lin, Hale Ilgaz, Christian Seto, Irfan Kula, Medha Dalal & Robert K. Atkinson. (2023) Facebook usage patterns looking into the mind via the ICAP engagement framework. Behaviour & Information Technology 42:5, pages 514-526.
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Taher Hatahet, Ahmad Alkhaledi, Aya Tello, Lana Jarad, Ahmad Al Shihabi & Kate Campbell. (2023) Extracurricular activity based on undergraduates – postgraduates peer learning to promote student’s academic research skills in developing countries higher education: experiences form Syria. Educational Research and Evaluation 28:1-3, pages 42-59.
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James Philomena Sashikala & Stefanie Y. L. Chye. (2023) Self-Regulated Reading: Insights from a Phenomenological Study of Primary 6 Students in Singapore. Reading Psychology 44:3, pages 270-305.
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Isla Gemmell & Roger Harrison. (2023) Factors associated with differential attainment among transnational students on an online distance learning programme. Open Learning: The Journal of Open, Distance and e-Learning 38:2, pages 136-148.
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Ian Phil Canlas, Mae V. Ceblano, Vilma P. Gayrama & Naneta M. Panit. (2023) The influence of technology on self-determination: the case of self-regulated learning in an island university. Pedagogies: An International Journal 0:0, pages 1-18.
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Somesh P. Roy, Amber Young-Brice, Jenna Lassila & Brandon Kyle Johnson. (2023) Emphasizing Self-Regulation in Teaching: Reducing Disruption to Students’ Learning during Unplanned Instructional Mode Transition. College Teaching 0:0, pages 1-14.
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Xiaoshu Xu, Xiaoshen Zhu & Fai Man Chan. (2023) System design of Pintrich's SRL in a supervised-PLE platform: a pilot test in higher education. Interactive Learning Environments 31:2, pages 683-700.
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Si Jung Kim & Catherine A. Bacos. (2023) Wearable stories for children: embodied learning through pretend and physical play. Interactive Learning Environments 31:1, pages 129-141.
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Juan Zheng, Wanli Xing, Xudong Huang, Shan Li, Guanhua Chen & Charles Xie. (2023) The role of self-regulated learning on science and design knowledge gains in engineering projects. Interactive Learning Environments 31:1, pages 87-99.
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Jaclyn Broadbent & Wren D. W. Howe. (2023) Help-seeking matters for online learners who are unconfident. Distance Education 44:1, pages 106-119.
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Rebecca Brower, Pei Hu, Hollie Daniels, Tamara Bertrand Jones & Shouping Hu. (2022) We Can Do This Thing Together: Intergenerational Learning and Academic Motivation among Community College Students. Community College Journal of Research and Practice 46:12, pages 841-854.
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Frode Svartdal, Rannveig Grøm Sæle, Tove I. Dahl, Efim Nemtcan & Thor Gamst-Klaussen. (2022) Study Habits and Procrastination: The Role of Academic Self-Efficacy. Scandinavian Journal of Educational Research 66:7, pages 1141-1160.
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Dan Jiang, Bettina Dahl & Xiangyun Du. (2022) A narrative inquiry into developing learner agency of engineering students in an intercultural PBL environment. European Journal of Engineering Education 47:6, pages 1103-1121.
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Shek Kam Tse, Lin Lin & Rex Hung Wai Ng. (2022) Self-Regulated learning strategies and reading comprehension among bilingual primary school students in Hong Kong. International Journal of Bilingual Education and Bilingualism 25:9, pages 3258-3273.
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Shakira Akabor & Nareadi Phasha. (2022) Where is Ubuntu in competitive South African schools? An inclusive education perspective. International Journal of Inclusive Education 0:0, pages 1-17.
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Hector Martin, Renaldo Craigwell & Karrisa Ramjarrie. (2022) Grit, motivational belief, self-regulated learning (SRL), and academic achievement of civil engineering students. European Journal of Engineering Education 47:4, pages 535-557.
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Dawn Bennett & Subramaniam Ananthram. (2022) Development, validation and deployment of the EmployABILITY scale. Studies in Higher Education 47:7, pages 1311-1325.
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A. Espasa, T. Guasch, R. M. Mayordomo & M. Martinez-Melo. (2022) Prior experience with online feedback: its influence on students’ engagement. Distance Education 43:3, pages 444-465.
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Christine Greenhow, Charles R. Graham & Matthew J. Koehler. (2022) Foundations of online learning: Challenges and opportunities. Educational Psychologist 57:3, pages 131-147.
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Leanna Archambault, Heather Leary & Kerry Rice. (2022) Pillars of online pedagogy: A framework for teaching in online learning environments. Educational Psychologist 57:3, pages 178-191.
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Zhonggen Yu, Liheng Yu, Qiaoyun Xu, Wei Xu & Ping Wu. (2022) Effects of mobile learning technologies and social media tools on student engagement and learning outcomes of English learning. Technology, Pedagogy and Education 31:3, pages 381-398.
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Jason Power, Paul Conway, Ciarán Ó Gallchóir, Ann-Marie Young & Michaela Hayes. (2022) Illusions of online readiness: the counter-intuitive impact of rapid immersion in digital learning due to COVID-19. Irish Educational Studies 0:0, pages 1-18.
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Wendi K. Zimmer, Chi-Ning Chang, Brandie M. Semma & Debra Fowler. (2022) Developing Graduate Writing Habits and Skills: Establishing Writing Sessions with STEM Graduate Students. College Teaching 70:2, pages 133-144.
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Wouter Smets, Debbie De Neve & Katrien Struyven. (2022) Responding to students’ learning needs: how secondary education teachers learn to implement differentiated instruction. Educational Action Research 30:2, pages 243-260.
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George D. Deitz, Alexa K. Fox & Joseph D. Fox. (2022) THE EFFECTS OF INDIVIDUAL AND TEAM CHARACTERISTICS ON SIMULATION-ENHANCED CRITICAL THINKING: A MULTILEVEL ANALYSIS. Marketing Education Review 32:1, pages 18-32.
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Özlem Güneş. (2022) Failure attributions and metacognitive awareness of EFL learners. Language Awareness 31:1, pages 53-72.
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Lieke M Dekkers, Ton Satink, Maria W Nijhuis-Van Der Sanden, Bert J De Swart, Marjo J Maas & Anjo J Janssen. (2022) Educational programs for learning to observe movement quality in physical therapy: a design-based research approach. Physiotherapy Theory and Practice 38:1, pages 76-89.
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Qin Wang, Amin Mousavi & Chang Lu. (2022) A scoping review of empirical studies on theory-driven learning analytics. Distance Education 43:1, pages 6-29.
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Lise Vikan Sandvik, Kari Smith, Alex Strømme, Bodil Svendsen, Oda Aasmundstad Sommervold & Stine Aarønes Angvik. (2021) Students’ perceptions of assessment practices in upper secondary school during COVID-19. Teachers and Teaching 0:0, pages 1-14.
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Donggil Song & Dongho Kim. (2021) Effects of self-regulation scaffolding on online participation and learning outcomes. Journal of Research on Technology in Education 53:3, pages 249-263.
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Wendy Terblanche, Dharmini Fakir, Willie Chinyamurindi & Syden Mishi. (2021) Impact of self-esteem and student-and-lecturer interaction on academic performance in a chartered accounting programme. Journal of Further and Higher Education 45:4, pages 464-480.
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Youmen Chaaban, Saba Qadhi & Xiangyun Du. (2021) Student teachers’ agency in the transition to emergency online learning. Research in Post-Compulsory Education 26:2, pages 231-255.
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Valérie Thomas, Jaël Muls, Free De Backer & Koen Lombaerts. (2021) Exploring self-regulated learning during middle school: views of parents and students on parents’ educational support at home. Journal of Family Studies 27:2, pages 261-279.
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Dina Schwam, Daphne Greenberg & Hongli Li. (2021) Individual Differences in Self-regulated Learning of College Students Enrolled in Online College Courses. American Journal of Distance Education 35:2, pages 133-151.
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Effat Alvi & Robyn M. Gillies. (2021) Promoting self-regulated learning through experiential learning in the early years of school: a qualitative case study. European Journal of Teacher Education 44:2, pages 135-157.
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Laura A. Lukes, Jason P. Jones & David A. McConnell. (2021) Self-regulated learning: Overview and potential future directions in geoscience. Journal of Geoscience Education 69:1, pages 14-26.
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Pablo Schwarzenberg & Jaime Navón. (2020) Supporting goal setting in flipped classes. Interactive Learning Environments 28:6, pages 671-684.
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Rakesh Patel, William Green, Muhammad Waseem Shahzad, Helen Church & John Sandars. (2020) Using a self-regulated learning-enhanced video feedback educational intervention to improve junior doctor prescribing. Medical Teacher 42:8, pages 886-895.
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Jeffrey Olenick, Brian D. Blume & J. Kevin Ford. (2020) Advancing training and transfer research through the application of nonlinear dynamics. European Journal of Work and Organizational Psychology 29:4, pages 541-555.
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Nancy E. Perry, Simon Lisaingo, Nikki Yee, Natasha Parent, Xinke Wan & Krista Muis. (2020) Collaborating with teachers to design and implement assessments for self-regulated learning in the context of authentic classroom writing tasks. Assessment in Education: Principles, Policy & Practice 27:4, pages 416-443.
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Christopher DeLuca, Angela Pyle, Heather Braund & Laurie Faith. (2020) Leveraging assessment to promote kindergarten learners’ independence and self-regulation within play-based classrooms. Assessment in Education: Principles, Policy & Practice 27:4, pages 394-415.
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Yi Maggie Guo, Barbara D. Klein & Young K. Ro. (2020) On the effects of student interest, self-efficacy, and perceptions of the instructor on flow, satisfaction, and learning outcomes. Studies in Higher Education 45:7, pages 1413-1430.
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Shannon Chance, Gavin Duffy & Brian Bowe. (2020) Comparing grounded theory and phenomenology as methods to understand lived experience of engineering educators implementing problem-based learning. European Journal of Engineering Education 45:3, pages 405-442.
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M. Elena Alonso-Mencía, Carlos Alario-Hoyos, Jorge Maldonado-Mahauad, Iria Estévez-Ayres, Mar Pérez-Sanagustín & Carlos Delgado Kloos. (2020) Self-regulated learning in MOOCs: lessons learned from a literature review. Educational Review 72:3, pages 319-345.
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Lauren Hays & Katelyn Handler. (2020) Good Design is Universal: Using Universal Design Principles to Promote Self-Regulated Learning in Learning Management Systems When Teaching Information Literacy. Journal of Library & Information Services in Distance Learning 14:2, pages 127-140.
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Marion Händel, Bastian Wimmer & Albert Ziegler. (2020) E-portfolio use and its effects on exam performance – a field study. Studies in Higher Education 45:2, pages 258-270.
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Keith J Topping. (2020) A Theoretical Model of Intergenerational Tutoring. Journal of Intergenerational Relationships 18:1, pages 88-105.
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Bianca Lee Thomas (Nee Negrao)Margaretha Viljoen. (2020) A correlational study on attachment dimensions, academic performance and self-regulated learning of university students in South Africa. Cambridge Journal of Education 50:1, pages 21-36.
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Abdullah Melissa Ng Lee Yen. (2020) The influence of self-regulation processes on metacognition in a virtual learning environment. Educational Studies 46:1, pages 1-17.
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Maureen Snow Andrade. (2020) Cross-cutting skills: strategies for teaching & learning. Higher Education Pedagogies 5:1, pages 165-181.
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Hamideh Taheri, Firooz Sadighi, Mohammad Sadegh Bagheri & Mohammad Bavali. (2020) Investigating the relationship between Iranian EFL learners’ use of language learning strategies and foreign language skills achievement. Cogent Arts & Humanities 7:1.
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Jo Beth Jimerson, Vincent Cho, Kimberly A. Scroggins, Ritu Balial & Reginald R. Robinson. (2019) How and why teachers engage students with data. Educational Studies 45:6, pages 667-691.
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Brian R. Belland, Jiangyue Gu, Nam Ju Kim, David Jaden Turner & David Mark Weiss. (2019) Exploring epistemological approaches and beliefs of middle school students in problem-based learning. The Journal of Educational Research 112:6, pages 643-655.
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Ugo Ballenghein, Olga Megalakaki & Thierry Baccino. (2019) Cognitive engagement in emotional text reading: concurrent recordings of eye movements and head motion. Cognition and Emotion 33:7, pages 1448-1460.
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Aaron M. Eakman, Adam R. Kinney, Michelle L. Schierl & Kimberly L. Henry. (2019) Academic performance in student service members/veterans: effects of instructor autonomy support, academic self-efficacy and academic problems. Educational Psychology 39:8, pages 1005-1026.
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John Chi Kin Lee, Zhi Hong Wan, Sammy King Fai Hui & Po Yuk Ko. (2019) More student trust, more self-regulation strategy? Exploring the effects of self-regulatory climate on self-regulated learning. The Journal of Educational Research 112:4, pages 463-472.
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Suzanne Freedberg, Rhonda Bondie, Akane Zusho & Courtney Allison. (2019) Challenging students with high abilities in inclusive math and science classrooms. High Ability Studies 30:1-2, pages 237-254.
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Jason P. Jones, David A. McConnell, Jennifer L. Wiggen & John Bedward. (2019) Effects of classroom “flipping” on content mastery and student confidence in an introductory physical geology course. Journal of Geoscience Education 67:3, pages 195-210.
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Eli Talbert, Tara Hofkens & Ming-Te Wang. (2019) Does student-centered instruction engage students differently? The moderation effect of student ethnicity. The Journal of Educational Research 112:3, pages 327-341.
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Maria Keilow, Anders Holm, Mette Friis-Hansen & Rune Müller Kristensen. (2019) Effects of a classroom management intervention on student selective attention: results from a randomized controlled trial. School Effectiveness and School Improvement 30:2, pages 194-211.
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Jacqueline Wong, Martine Baars, Dan Davis, Tim Van Der Zee, Geert-Jan Houben & Fred Paas. (2019) Supporting Self-Regulated Learning in Online Learning Environments and MOOCs: A Systematic Review. International Journal of Human–Computer Interaction 35:4-5, pages 356-373.
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Lia D. Falco. (2019) An intervention to support mathematics self-efficacy in middle school. Middle School Journal 50:2, pages 28-44.
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Megan M. Buning & Shaun W. Buning. (2019) Beyond supervised learning: A multi-perspective approach to outpatient physical therapy mentoring. Physiotherapy Theory and Practice 35:3, pages 243-258.
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Chih-Ming Chen, Liang-Chun Chen & Shun-Min Yang. (2019) An English vocabulary learning app with self-regulated learning mechanism to improve learning performance and motivation. Computer Assisted Language Learning 32:3, pages 237-260.
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Chin-Wen Chien. (2019) Taiwanese EFL undergraduates’ self-regulated learning with and without technology. Innovation in Language Learning and Teaching 13:1, pages 1-16.
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Courtney A. Bell, Marjoleine J. Dobbelaer, Kirsti Klette & Adrie Visscher. (2019) Qualities of classroom observation systems. School Effectiveness and School Improvement 30:1, pages 3-29.
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E. Hawe, U. Lightfoot & H. Dixon. (2019) First-year students working with exemplars: promoting self-efficacy, self-monitoring and self-regulation. Journal of Further and Higher Education 43:1, pages 30-44.
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Siti Zulaiha. (2019) Self-regulation in learning: The role of language and formative assessment. The Journal of Educational Research 112:1, pages 142-142.
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Sanna Brauer, Anne-Maria Korhonen & Pirkko Siklander. (2019) Online scaffolding in digital open badge-driven learning. Educational Research 61:1, pages 53-69.
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Lanqin Zheng, Xin Li & Fengying Chen. (2018) Effects of a mobile self-regulated learning approach on students’ learning achievements and self-regulated learning skills. Innovations in Education and Teaching International 55:6, pages 616-624.
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Céline Lepareur & Michel Grangeat. (2018) Teacher collaboration’s influence on inquiry-based science teaching methods. Education Inquiry 9:4, pages 363-379.
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Ian Kinchin, Marion Heron, Anesa Hosein, Simon Lygo-Baker, Emma Medland, Dawn Morley & Naomi Winstone. (2018) Researcher-led academic development. International Journal for Academic Development 23:4, pages 339-354.
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Henna Asikainen, Telle Hailikari & Markus Mattsson. (2018) The interplay between academic emotions, psychological flexibility and self-regulation as predictors of academic achievement. Journal of Further and Higher Education 42:4, pages 439-453.
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Alexandra List & Denise Nadasen. (2017) Motivation and Self-regulation in Community College Transfer Students at a Four-year Online University. Community College Journal of Research and Practice 41:12, pages 842-866.
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Ramazan Yilmaz, Fatma Gizem Karaoglan Yilmaz & Ebru Kilic Cakmak. (2017) The impact of transactive memory system and interaction platform in collaborative knowledge construction on social presence and self-regulation. Interactive Learning Environments 25:8, pages 949-969.
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Hoda Baytiyeh & Mohamad K. Naja. (2017) Students’ perceptions of the flipped classroom model in an engineering course: a case study. European Journal of Engineering Education 42:6, pages 1048-1061.
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Caroline Verzat, Noreen O’Shea & Maxime Jore. (2017) Teaching proactivity in the entrepreneurial classroom. Entrepreneurship & Regional Development 29:9-10, pages 975-1013.
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Gabriele Bard & Yana Weinstein. (2017) The effect of question order on evaluations of test performance: Can the bias dissolve?. The Quarterly Journal of Experimental Psychology 70:10, pages 2130-2140.
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Edd Pitt & Lin Norton. (2017) ‘Now that’s the feedback I want!’ Students’ reactions to feedback on graded work and what they do with it. Assessment & Evaluation in Higher Education 42:4, pages 499-516.
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Gale M. Sinatra, Ananya Mukhopadhyay, Taylor N. Allbright, Julie A. Marsh & Morgan S. Polikoff. (2017) Speedometry: A vehicle for promoting interest and engagement through integrated STEM instruction. The Journal of Educational Research 110:3, pages 308-316.
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Zehra N. Ersozlu, John L. Nietfeld & Lale Huseynova. (2017) Predicting preservice music teachers’ performance success in instrumental courses using self-regulated study strategies and predictor variables. Music Education Research 19:2, pages 123-132.
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David Drewery, Colleen Nevison, T. Judene Pretti & Antoine Pennaforte. (2017) Lifelong learning characteristics, adjustment and extra-role performance in cooperative education. Journal of Education and Work 30:3, pages 299-313.
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Orla Colgate, Paul Ginns & Nigel Bagnall. (2017) The role of invitations to parents in the completion of a child’s home reading challenge. Educational Psychology 37:3, pages 298-311.
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Sabrina Vandevelde, Hilde Van Keer & Emmelien Merchie. (2017) The challenge of promoting self-regulated learning among primary school children with a low socioeconomic and immigrant background. The Journal of Educational Research 110:2, pages 113-139.
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Yuyang Cai & Xinhua Zhu. (2017) Learning strategies and reading literacy among Chinese and Finnish adolescents: evidence of suppression. Educational Psychology 37:2, pages 192-204.
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Adán Robles-Fernández, Ignacio Pedrosa, Javier Suárez-Álvarez, Ignacio Blanco-Saldaña & Eduardo García-Cueto. (2017) Curricular change and educational quality / Cambio de plan y calidad educativa. Culture and Education 29:1, pages 97-119.
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Heather Pon-Barry, Becky Wai-Ling Packard & Audrey St. John. (2017) Expanding capacity and promoting inclusion in introductory computer science: a focus on near-peer mentor preparation and code review. Computer Science Education 27:1, pages 54-77.
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Kari Smith, Siv Måseidvåg Gamlem, Ann Karin Sandal & Knut Steinar Engelsen. (2016) Educating for the future: A conceptual framework of responsive pedagogy. Cogent Education 3:1.
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Rannveig Grøm Sæle, Tore Sørlie, Trude Nergård-Nilssen, Karl-Ottar Ottosen, Charlotte Bjørnskov Goll & Oddgeir Friborg. (2016) Demographic and psychological predictors of grade point average (GPA) in North-Norway: a particular analysis of cognitive/school-related and literacy problems. Educational Psychology 36:10, pages 1886-1907.
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Natalie Simper, James Kaupp, Brian Frank & Jill Scott. (2016) Development of the Transferable Learning Orientations tool: providing metacognitive opportunities and meaningful feedback for students and instructors. Assessment & Evaluation in Higher Education 41:8, pages 1159-1175.
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Nicole Lavonier. (2016) Evaluation of the effectiveness of remedial reading courses at community colleges. Community College Journal of Research and Practice 40:6, pages 523-533.
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Gemma Tur, Victoria I. Marín, Juan Moreno, Antonio Gallardo & Santos Urbina. (2016) From diagrams to self-regulated learning: student teachers’ reflections on the construction of their PLE. Educational Media International 53:2, pages 139-152.
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Bodong Chen & Huang-Yao Hong. (2016) Schools as Knowledge-Building Organizations: Thirty Years of Design Research. Educational Psychologist 51:2, pages 266-288.
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Curt M. Adams, Jordan K. Ware, Ryan C. Miskell & Patrick B. Forsyth. (2016) Self-regulatory climate: A positive attribute of public schools. The Journal of Educational Research 109:2, pages 169-180.
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Minyoung Ku, Roderick H. MacDonald, Deborah L. Andersen, David F. Andersen & Michael Deegan. (2016) Using a Simulation-Based Learning Environment for Teaching and Learning about Complexity in Public Policy Decision Making. Journal of Public Affairs Education 22:1, pages 49-66.
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Mary R. Worthley, Gene W. Gloeckner & Paul A. Kennedy. (2016) A Mixed-Methods Explanatory Study of the Failure Rate for Freshman STEM Calculus Students. PRIMUS 26:2, pages 125-142.
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Anne Khaled, Judith Gulikers, Harm Biemans & Martin Mulder. (2016) Occurrences and quality of teacher and student strategies for self-regulated learning in hands-on simulations. Studies in Continuing Education 38:1, pages 101-121.
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Kelly D. Meusen-Beekman, Desirée Joosten-ten Brinke & Henny P. A. Boshuizen. (2015) Developing young adolescents’ self-regulation by means of formative assessment: A theoretical perspective. Cogent Education 2:1.
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Bryan M. Ness, Michael J. Middleton & Michael J. Hildebrandt. (2015) Examining the Effects of Self-reported Posttraumatic Stress Disorder Symptoms and Positive Relations With Others on Self-regulated Learning for Student Service Members/Veterans. Journal of American College Health 63:7, pages 448-458.
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Kuay-Keng Yang, Zuway-R Hong, Ming-Chin Liu & Huann-shyang Lin. (2015) Exploring the Role of Visitors’ Self-Identity in Marine Museum Learning. International Journal of Science Education, Part B 5:4, pages 375-393.
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Stacy Agee Szczesiul, James Nehring & Theodore Carey. (2015) Academic Task Demand in the 21st-Century, High-Stakes-Accountability School: Mapping the Journey From Poor [to Fair to Good to Great] to Excellent?. Leadership and Policy in Schools 14:4, pages 460-489.
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Timothy D. Baird, David J. Kniola, Ashley L. Lewis & Shelli B. Fowler. (2015) Pink Time: Evidence of Self-Regulated Learning and Academic Motivation Among Undergraduate Students. Journal of Geography 114:4, pages 146-157.
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Mohammad Salehi & Hamid Jafari. (2015) Development and Validation of an EFL Self-Regulated Learning Questionnaire. Southern African Linguistics and Applied Language Studies 33:1, pages 63-79.
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Brian W. Miller. (2015) Using Reading Times and Eye-Movements to Measure Cognitive Engagement. Educational Psychologist 50:1, pages 31-42.
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Gale M. Sinatra, Benjamin C. Heddy & Doug Lombardi. (2015) The Challenges of Defining and Measuring Student Engagement in Science. Educational Psychologist 50:1, pages 1-13.
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Zahra Jouhari, Fariba Haghani & Tahereh Changiz. (2015) Factors affecting self-regulated learning in medical students: a qualitative study. Medical Education Online 20:1.
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Vanesa Bijol, Cathryn J. Byrne-Dugan & Melanie P. Hoenig. (2015) Medical student web-based formative assessment tool for renal pathology. Medical Education Online 20:1.
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Marilyn Ault, Jana Craig-Hare, Bruce Frey, James D. Ellis & Janis Bulgren. (2015) The Effectiveness of Reason Racer, a Game Designed to Engage Middle School Students in Scientific Argumentation. Journal of Research on Technology in Education 47:1, pages 21-40.
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John Sandars, Rakesh Patel, Helen Steele & Martin McAreavey. (2014) Developmental student support in undergraduate medical education: AMEE Guide No. 92. Medical Teacher 36:12, pages 1015-1026.
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Michelene T. H. Chi & Ruth Wylie. (2014) The ICAP Framework: Linking Cognitive Engagement to Active Learning Outcomes. Educational Psychologist 49:4, pages 219-243.
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Angela L. Duckworth, Tamar Szabó Gendler & James J. Gross. (2014) Self-Control in School-Age Children. Educational Psychologist 49:3, pages 199-217.
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Jack Robinson, Steve Myran, Richard Strauss & William Reed. (2014) The impact of an alternative professional development model on teacher practices in formative assessment and student learning. Teacher Development 18:2, pages 141-162.
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Jamie Collins & Natalie Durand-Bush. (2014) Strategies Used by an Elite Curling Coach to Nurture Athletes’ Self-Regulation: A Single Case Study. Journal of Applied Sport Psychology 26:2, pages 211-224.
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NormanJ. Unrau & Matthew Quirk. (2014) Reading Motivation and Reading Engagement: Clarifying Commingled Conceptions. Reading Psychology 35:3, pages 260-284.
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Clare V. Bell & Stephen J. Pape. (2014) Scaffolding the Development of Self-Regulated Learning in Mathematics Classrooms. Middle School Journal 45:4, pages 23-32.
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Kathleen Hanley, Sondra Zabar, Joseph Charap, Joseph Nicholson, Lindsey Disney, Adina Kalet & Colleen Gillespie. (2014) Self-assessment and goal-setting is associated with an improvement in interviewing skills. Medical Education Online 19:1.
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Dylan Archbold Hufty Alegría, Christy Boscardin, Ann Poncelet, Chandler Mayfield & Maria Wamsley. (2014) Using tablets to support self-regulated learning in a longitudinal integrated clerkship. Medical Education Online 19:1.
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