REFERENCES
- Azevedo, R., & Aleven, V. (Eds.). (2013). International handbook of metacognition and learning technologies. Amsterdam, The Netherlands: Springer.
- Azevedo, R., Harley, J., Trevors, G., Duffy, M., Feyzi-Behnagh, R., Bouchet, F., & Landis, R. S. (2013). Using trace data to examine the complex roles of cognitive, metacognitive, and emotional self-regulatory processes during learning with multi-agent systems. In R. Azevedo & V. Aleven (Eds.), International handbook of metacognition and learning technologies (pp. 427–449). Amsterdam, The Netherlands: Springer.
- Azevedo, R., Moos, D., Johnson, A., & Chauncey, A. (2010). Measuring cognitive and metacognitive regulatory processes used during hypermedia learning: Issues and challenges. Educational Psychologist, 45, 210–223. http://dx.doi.org/10.1080/00461520.2010.515934
- Baker, R., & Siemens, G. (2014). Educational data mining and learning analytics. In K. Sawyer (Ed.), The Cambridge handbook of the learning sciences (2nd ed., pp. 253–274). Cambridge, England: Cambridge University Press.
- Betts, J. (2012). Issues and methods in the measurement of student engagement: Advancing the construct through statistical modeling. In S. J. Christenson, A. L. Reschly, & C. Wylie (Eds.). Handbook of research on student engagement (pp. 783–803). New York, NY: Springer.
- Calvo, R., D'Mello, S., Gratch, J., & Kappas, A. (Eds.). (2014). Handbook of affective computing. Oxford, England: Oxford University Press.
- Christenson, S. J., Reschly, A. L., & Wylie, C. (Eds.). (2012). Handbook of research on student engagement. New York, NY: Springer.
- Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74, 59–109. http://dx.doi.org/10.3102/00346543074001059
- Fredricks, J. A., & McColskey, W. (2012). The measurement of student engagement: A comparative analysis of various methods and student self-report instruments. In S. L. Christenson, A. L. Reschly, & C. Wylie (Eds.), Handbook of research on student engagement (pp. 763–782). New York, NY: Springer.
- Gobert, J. D., Baker, R. S., & Wixon, M. B. ( this issue). Operationalizing and detecting disengagement within online science microworlds. Educational Psychologist, 50.
- Greene, B. A. ( this issue). Measuring cognitive engagement with self-report scales: Reflections from over 20 years of research. Educational Psychologist, 50.
- Greene, J. A., & Azevedo, R. (2009). A macro-level analysis of SRL processes and their relations to the acquisition of sophisticated mental models. Contemporary Educational Psychology, 34, 18–29. http://dx.doi.org/10.1016/j.cedpsych.2008.05.006
- Gross, J. J. (2013). Emotion regulation: Taking stock and moving forward. Emotion, 13, 359–365. http://dx.doi.org/10.1037/a0032135
- Hadwin, A. F., Järvelä, S., & Miller, M. (2011). Self-regulated, co-regulated, and socially-shared regulation. In B. Zimmerman & D. Schunk (Eds.), Handbook of self-regulation of learning and performance (pp. 65–84). New York, NY: Routledge.
- Järvelä, S., & Hadwin, A. (2013). New frontiers: Regulating learning in CSCL. Educational Psychologist, 48, 25–39. http://dx.doi.org/10.1080/00461520.2012.748006
- McCaslin, M. (2009). Co-regulation of student motivation and emergent identity. Educational Psychologist, 44, 137–146. http://dx.doi.org/10.1080/00461520902832384
- Miller, B. W. ( this issue). Using reading times and eye-movements to measure cognitive engagement. Educational Psychologist, 50.
- Pekrun, R., Goetz, T., Frenzel, A. C., Petra, B., & Perry, R. P. (2011). Measuring emotions in students’ learning and performance: The achievement emotions questionnaire (AEQ). Contemporary Educational Psychology, 36, 34–48. http://dx.doi.org/10.1016/j.cedpsych.2010.10.002
- Pekrun, R., & Linnenbrink-Garcia, L. (Eds.). (2014). International handbook of emotions in education. New York, NY: Routledge.
- Pintrich, P. R. (2000). The role of goal orientation in self-regulated learning. In M. Boekaerts, P. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 451–502). San Diego, CA: Academic.
- Pintrich, P. R., & De Groot, E. (1990). Motivatinonal and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82, 33–40. http://dx.doi.org/10.1037/0022-0663.82.1.33
- Renninger, K. A., & Bachrach, J. E. ( this issue). Studying triggers for interest and engagement using observational methods. Educational Psychologist, 50.
- Ryu, S., & Lombardi, D. ( this issue). Coding classroom interactions for collective and individual engagement. Educational Psychologist, 50.
- Sawyer, K. (Ed.). (2014). The Cambridge handbook of the learning sciences (2nd ed.). Cambridge, England: Cambridge University Press.
- Scherer, K. R. (2013). The nature of dynamics of relevance and valence appraisals: Theoretical advances and recent evidence. Emotion Review, 5, 150–162. http://dx.doi.org/10.1177/1754073912468166
- Schraw, G., & Dennison, R. S. (1994). Assessing metacognitive awareness. Contemporary Educational Psychology, 19, 460–475. http://dx.doi.org/10.1006/ceps.1994.1033
- Schunk, D. H., Meece, J. L., & Pintrich, P. R. (2013). Motivation in education: Theory, research, and applications (4th ed.). Upper Saddle River, NJ: Pearson.
- Shute, V. J. ( in press). Stealth assessment. In J. M. Spector (Ed.), The SAGE encyclopedia of educational technology. Thousand Oaks, CA: Sage.
- Sinatra, G. M., Heddy, B. C., & Lombardi, D. ( this issue). The challenges of defining and measuring student engagement in science. Educational Psychologist, 50.
- Weinstein, C. E. (1987). LASSI user's manual for those administering the Learning and Study Strategies Inventory. Clearwater, FL: H & H.
- Wigfield, A., & Eccles, J. S. (2000). Expectancy–value theory of achievement motivation. Contemporary Educational Psychology, 25, 68–81. http://dx.doi.org/10.1006/ceps.1999.1015
- Winne, P. H., & Azevedo, R. (2014). Metacognition. In K. Sawyer (Ed.), The Cambridge handbook of the learning sciences (2nd ed., pp. 63–87). Cambridge, England: Cambridge University Press.
- Winne, P. H., & Hadwin, A. F. (2008). The weave of motivation and self-regulated learning. In D. H. Schunk & B. J. Zimmerman (Eds.), Motivation and self-regulated learning: Theory, research, and applications (pp. 297–314). Mahwah, NJ: Erlbaum.
- Zimmerman, B. (2008). Investigating self-regulation and motivation: Historical background, methodological developments, and future prospects. American Educational Research Journal, 45, 166–183. http://dx.doi.org/10.3102/0002831207312909
- Zimmerman, B. J., & Schunk, D. H. (Eds.). (2011). Handbook of self-regulation of learning and performance. New York, NY: Routledge.