The influence of self-regulation processes on metacognition in a virtual learning environment

References

• Aleven, V., E. Stahl, S. Schworm, F. Fischer, and R. Wallace. 2003. “Help Seeking and Help Design in Interactive Learning Environments.” Review of Educational Research 73 (3): 277–320. doi:10.3102/00346543073003277.
   Web of Science ®Google Scholar
• Allan, J., and K. Clarke. 2007. “Nurturing Supportive Learning Environments in Higher Education through the Teaching of Study Skills: To Embed or Not to Embed.” International Journal of Teaching and Learning in Higher Education 19 (1): 64–76.
   Google Scholar
• An, Y. J., and L. Cao. 2014. “Examining the Effects of Metacognitive Scaffolding on Students’ Design Problem Solving and Metacognitive Skills in an Online Environment.” MERLOT Journal of Online Learning and Teaching 10 (4): 552–568.
   Google Scholar
• Azevedo, R. 2008. “The Role of Self-Regulation in Learning about Science with Hypermedia.” In Recent Innovations in Educational Technology that Facilitates Student Learning, edited by D. Robinson and G. Schraw, 127–156. Charlotte, NC: Information Age Publishing.
   Google Scholar
• Azevedo, R. 2010. “Computer Environments as Metacognitive Tools for Enhancing Learning.” Educational Psychologists 40 (4): 193–197. doi:10.1207/s15326985ep4004_1.
   Web of Science ®Google Scholar
• Azevedo, R., J. G. Cromley, and D. Seibert. 2004. “Does Adaptive Scaffolding Facilitate Students’ Ability to Regulate Their Learning with Hypermedia?” Contemporary Educational Psychology 29 (3): 344–370. doi:10.1016/j.cedpsych.2003.09.002.
   Web of Science ®Google Scholar
• Azevedo, R., A. Witherspoon, A. Chauncey, C. Burkett, and A. Fike. 2009b. “Meta Tutor: A MetaCognitive Tool for Enhancing Self-Regulated Learning.” In Proceedings of the AAAI Fall Symposium of Cognitive and Metacognitive Educational Systems, edited by R. Pirrone, R. Azevedo, and G. Biswas, 14–19. Menlo Park, CA: Association of Artificial Intelligence (AAAI) Press.
   Google Scholar
• Azevedo, R., A. Witherspoon, A. Graesser, D. McNamara, A. Chauncey, E. Siler, Z. Cai, C. Rus, and M. Lintean. 2009a. “MetaTutor: Analyzing Self-Regulated Learning in a Tutorial System for Biology.” Frontiers in Artificial Intelligence and Applications (AIED) 200 (1): 635–637.
   Google Scholar
• Bacon, L., and L. Mackinnon. 2014. “A Flexible Framework for Metacognitive Modelling and Development.” Proceedings of ICEL 2014, 9th International Conference on e-learning, pp. 7–14, Valparaiso, Chile, ACPI.
   Google Scholar
• Bakracevic-Vukman, K. B., and M. Licardo. 2010. “How Cognitive, Metacognitive, Motivational and Emotional Self-Regulation Influence School Performance in Adolescence and Early Adulthood.” Educational Studies 36 (3): 259–268. doi:10.1080/03055690903180376.
   Web of Science ®Google Scholar
• Bandura, A. 1991. “Social Cognitive Theory of Self-Regulation.” Organizational Behaviour and Human Decision Processes 50: 248–287. doi:10.1016/0749-5978(91)90022-L.
   Web of Science ®Google Scholar
• Barajas, M., and M. Owen. 2000. “Implementing Virtual Learning Environment: Looking for Holistic Approach.” Education Technology and Society 3 (3): 39–53.
   Google Scholar
• Barker, J., and P. Gossman. 2013. “The Learning Impact of a Virtual Learning Environment: Students’ View.” Teacher Education Advancement Network Journal 5 (2): 19–38.
   Google Scholar
• Barnard, L., V. O. Paton, and W. Y. Lan. 2008. “Online Self-Regulatory Learning Behaviors as Mediator in the Relationship between Online Course Perceptions with Achievement.” International Review of Research in Open and Distance Learning 9 (2): 1–11.
   Google Scholar
• Beluce, A. C., and K. L. De Oliveira. 2016. “Scale of Strategies and Motivation for Learning in Virtual Environments.” Brazilian Journal of Education 21 (66): 593–611.
   Google Scholar
• Bland, L. S. 2005. “The Effects of a Self-Reflective Learning Process on Student Art Performance.” Accessed 18 January 2017. http://diginole.lib.fsu.edu/islandora/object/fsu:181925/datastream/PDF/view
   Google Scholar
• Boekaerts, M. 1996. “Self-Regulated Learning at the Junction of Cognition and Motivation.” European Psychology 1 (2): 100–112. doi:10.1027/1016-9040.1.2.100.
   Web of Science ®Google Scholar
• Boer, H., A. S. Donker-Bergstra, and D. D. Kostons. 2012. Effective Strategies for Self-Regulated Learning: A Meta-Analysis. GION: Gronings Instituut voor Onderzoek Van Onderwijs.
   Google Scholar
• Callan, G. L., G. Marchant, W. H. Finch, and R. L. German. 2016. “Metacognition, Strategies, Achievement, and Demographics: Relationships across Countries.” Educational Sciences: Theory & Practice 16 (5): 1485–1502.
   Web of Science ®Google Scholar
• Chin, W. W. 1998. “The Partial Least Squares Approaches to Structural Equation Modeling.” Modern Methods for Business Research 31 (1): 106–118.
   Google Scholar
• Chin, W. W., B. L. Marcolin, and P. N. Newsted. 2003. “A Partial Least Squares Latent Variable Modelling Approach for Measuring Interaction Effects: Results from A Monte Carlo Simulation Study and an Electronic-Mail Emotion/Adoption Study.” Information Systems 55 (1): 412–421.
   Google Scholar
• Cleary, T. J., and B. J. Zimmerman. 2004. “Self-Regulation Empowerment Program: A School-Based Program to Enhance Self-Regulated and Self-Motivated Cycles of Student Learning.” Psychology in the Schools 41: 537–550. doi:10.1002/(ISSN)1520-6807.
   Web of Science ®Google Scholar
• Commader, N. E., and M. Valeri-Gold. 2001. “The Learning Portfolio: A Valuable Tool for Increasing Metacognitive Awareness.” The Learning Assistance Review 6 (2): 5–18.
   Google Scholar
• Crescenzi, A. 2016. “Metacognitive Knowledge and Metacognitive Regulation in Time-Constrained in Information Search.” Short paper presented at the Search as Learning Workshop at the ACM SIGIR Conference, Pisa, Italy, July 21.
   Google Scholar
• Dayne, N., K. Hirabayashi, H. Seli, and W. Reiboldt. 2016. “The Examination of Academic Self-Efficacy and Academic Help-Seeking of Higher Education Students Taking an On-Campus or Online General Education Course in Family and Consumer Sciences.” Journal of Family and Consumer Sciences Education 33 (2): 13–24.
   Google Scholar
• del Campo, M. E., and M. Saneiro. 2012. “Evaluating Psychoeducational Support Integrated into an E-Learning Scenario: Support Model and Impact on ICT Practices.” International Journal of Developmental and Educational Psychology 1 (2): 155–164.
   Google Scholar
• deNoyelles, A., S. R. Hornik, and R. D. Johnson. 2014. “Exploring the Dimensions of Self-Efficacy in Virtual World Learning: Environment, Task and Content.” MERLOT Journal of Online Learning and Teaching 10 (2): 225–271.
   Google Scholar
• DiBenedetto, M. K., and B. J. Zimmerman. 2013. “Construct and Predictive Validity of Microanalytic Measures of Students’ Self-Regulation of Science Learning.” Learning and Individual Differences 26: 30–41. doi:10.1016/j.lindif.2013.04.004.
   Web of Science ®Google Scholar
• Dodeen, H. M. 2010. “Effectiveness of Valid Mean Substitution in Treating Missing Data in Attitude Assessment.” Assessment & Evaluation in Higher Education 28 (5): 505–513. doi:10.1080/02602930301674.
   Google Scholar
• Eachus, P. 1993. “The Development of the Computer User Self-Efficacy Scale.” Perceptual and Motor Skills 77: 670. doi:10.2466/pms.1993.77.2.670.
   PubMed Web of Science ®Google Scholar
• Efklides, A. 2014. “How Does Metacognition Contribute to the Regulation of Learning? an Integrative Approach.” Psychological Topics 23 (1): 1–20.
   Google Scholar
• Fetterman, D. M. 2001. Foundations of Empowerment Evaluation. Thousands Oaks. California: Sage Publications.
   Google Scholar
• Fornell, C., and D. F. Larcker. 1981. “Evaluating Structural Equation Models with Unobservable Variables and Measurement Error.” Journal of Marketing Research 18 (1): 39–50. doi:10.2307/3151312.
   Web of Science ®Google Scholar
• Foroughi, R. 2005. “Work in Progress-Graphical Tools for Self-Evaluation in E-Learning, Frontiers in Education, FIE ‘05. Proceedings 35th Annual Conference.” Accessed 19 February 2017. http://ieeexplore.ieee.org/document/1612108/
   Google Scholar
• Häfner, A., V. Oberst, and A. Stock. 2014. “Avoiding Procrastination through Time Menagement: An Experimental Intervention Study.” Educational Studies 40 (3): 352–360. doi:10.1080/03055698.2014.899487.
   Web of Science ®Google Scholar
• Hair, J. F., W. C. Black, B. J. Babin, and R. E. Anderson. 2010. Multivariate Data Analysis: AGlobal Perspective. 7th ed. Saddle River: Prentice Hall.
   Google Scholar
• Hair, J. F., Jr, G. T. M. Hult, C. Ringle, and M. Sarstedt. 2013. A Primer on Partial Least Squares Structural Equation Modeling (PLS-SEM). Thousand Oaks, CA: Sage Publications.
   Google Scholar
• Hair, J. F., G. T. M. Hult, C. M. Ringle, and M. Sarstedt. 2017. A Primer on Partial Least Squares Structural Equation Modeling (PLS-SEM). 2nd ed. Thousand Oaks: Sage.
   Google Scholar
• Hair, J. F., G. T. M. Hult, C. M. Ringle, and M. Ssrstedt. 2014. A Premier on Partial Least Squares Structural Equation Modeling (PLS-SEM). Thousand Oaks: SAGE.
   Google Scholar
• Hair, J. F., M. Sarstedt, T. M. Pieper, and C. M. Ringle. 2012. “The Use of Partial Least Squares Structural Equation Modeling in Strategic Management Research: A Review of past Practices and Recommendations for Future Applications.” Long Range Planning 45: 320–340. doi:10.1016/j.lrp.2012.09.008.
   Web of Science ®Google Scholar
• Holden, H. K., and A. M. Sinatra. 2014. “Instructional Strategies for ITSs.” In Design Recommendations for Intelligent Tutoring Systems: Volume 2 - Instructional Management, edited by R. Sottilare, A. Graesser, X. Hu, and B. Goldberg, 265–282. Florida: U.S. Army Research Laboratory.
   Google Scholar
• Jewitt, C., W. Clarka, and C. Hadjithoma-Garstka. 2011. “The Use of Learning Platforms to Organize Learning in English Primary and Secondary Schools.” Learning, Media and Technology 36 (4): 335–348. doi:10.1080/17439884.2011.621955.
   Web of Science ®Google Scholar
• Johnson, G. M. 2015. “On-Campus and Fully-Online University Students: Comparing Demographics, Digital Technology Use and Learning Characteristics.” Journal of University Teaching and Learning Practices. Accessed 23 January 2017. http://ro.uow.edu.au/jutlp/vol12/iss1/4.
   Web of Science ®Google Scholar
• Kahn, Z. A. 2011. “Procrastination in Relation to Self-Efficacy in Graduate Students Writing a Doctoral Dissertation.” Unpublished Master Thesis, Smith College, Norhampton, Massachusetts.
   Google Scholar
• Kauffman, D. F. 2004. “Self-Regulated Learning in Web-Based Environments: Instructional Tools Designed to Facilitate Cognitive Strategies Use, Metacognitive Processing and Motivational Beliefs.” Journal of Educational Computer Research 31: 139–161. doi:10.2190/AX2D-Y9VM-V7PX-0TAD.
   Google Scholar
• Kaur, T., and N. Hussien. 2015. “Teachers’ Readiness to Utilize Frog VLE: A Case Study of A Malaysian Secondary School.” British Journal of Education, Society & Behavioural Science 5 (1): 20–29. doi:10.9734/BJESBS/2015/11965.
   Google Scholar
• Kerr, M. S., K. Rynearson, and M. C. Kerr. 2006. “Student Characteristics for Online Learning Success.” The Internet and Higher Education 9: 91–105. doi:10.1016/j.iheduc.2006.03.002.
   Google Scholar
• Ketelhut, D. J., B. C. Nelson, J. Clarke, and C. Dede. 2010. “A Multi-User Virtual Environment for Building and Assessing Higher Order Inquiry Skills in Science.” British Journal of Educational Technology 41 (1): 56–68. doi:10.1111/bjet.2010.41.issue-1.
   Web of Science ®Google Scholar
• Kistsantas, A., and A. Chow. 2007. “College Students’ Perceived Threat and Preferences for Seeking Help in Traditional, Distributed, and Distance Learning Environment.” Computer & Education 48: 383–395. doi:10.1016/j.compedu.2005.01.008.
   Web of Science ®Google Scholar
• Klassen, R. M., L. L. Krawchuk, and S. Rajani. 2008. “Academic Procrastination of Undergraduates: Low Self-Efficacy to Self-Regulate Predicts Higher Levels of Procrastination.” Contemporary Educational Psychology 33 (4): 915–931. doi:10.1016/j.cedpsych.2007.07.001.
   Web of Science ®Google Scholar
• Kleitman, S., L. Stankov, C. M. Allwood, S. Young, and K. K. L. Mak. 2012. “Metacognitive Self-Confidence in School-Aged Children.” In Self-Directed Learning Oriented Assessments in the Asia-Pacific. Education in the Asia-Pacific Region: Issues, Concerns and Prospects., edited by M. M. C. Mok, 139–153. Vol. 18. New York: Springer
   Google Scholar
• Lee, J. W., and S. Mendlinger. 2011. “Perceived Self-Efficacy and Its Effect on Online Learning Acceptance and Student Satisfaction.” Journal of Service Science and Management 4: 243–252. doi:10.4236/jssm.2011.43029.
   Google Scholar
• Lee, M. H., and C. C. Tsai. 2005. “Exploring High School Students’ and Teachers’ Preferences toward the Constructivist Internet-Based Learning Environments in Taiwan.” Educational Studies 31 (2): 149–167. doi:10.1080/03055690500095522.
   Web of Science ®Google Scholar
• Martens, R., C. de Brabander, J. Rozendaal, M. Boekaerts, and R. van der Leeden. 2010. “Inducing Mind Sets in Self-Regulated Learning with Motivational Information.” Educational Studies 36 (3): 311–327. doi:10.1080/03055690903424915.
   Web of Science ®Google Scholar
• McLoughlin, C., and R. Hollingworth. 2002. “Bridge over Troubled Water: Creating Effective Online Support for the Metacognitive Aspects of Problem Solving.” The proceeding of the Ed-Media World Conference on Educational Multimedia and Telecommunications, Denver, Colorado. doi: 10.1044/1059-0889(2002/er01)
   Google Scholar
• Meeus, W., P. V. Petegem, and J. Meijer. 2008. “Stimulating Independent Learning: A Quasi-Experimental Study on Portfolio.” Educational Studies 34 (5): 469–481. doi:10.1080/03055690802288478.
   Web of Science ®Google Scholar
• Mosquera, L. H. 2017. “Impact of Implementing a Virtual Learning Environment (VLE) in the EFL Classroom.” Ìkala, Revista de Lenguaje y Cultura 22 (3): 479–498. doi:10.17533/udea.ikala.v22n03a07.
   Google Scholar
• Nat, C., M. Walker, S. Bacon, L. Dastbaz, D. Mohammad, and F. Ryan. 2011. “Impact of Metacognitive Awareness on Learning in Technology Enhanced Learning Environments.” In eTeaching and Learning Workshop, 1 June 2011. London, UK: University of Greenwich.
   Google Scholar
• Neimi, H., A. Launonen, and O. Raehalme. 2002. “Towards Self-Regulation and Social Navigation in Virtual Learning Spaces.” Paper presented at the European Conference on Educational Research, University of Lisbon, September 11–14. doi: 10.1044/1059-0889(2002/er01)
   Google Scholar
• Nelson, B. C., and D. J. Ketelhut. 2008. “Exploring Embedded Guidance and Self-Efficacy in Educational Multi-User Virtual Environments.” International Journal of Computer-Supported Collaborative Learning 3 (4): 413–427. doi:10.1007/s11412-008-9049-1.
   Web of Science ®Google Scholar
• Ng, L. Y., K. A. Bakar, S. Roslan, S. L. Wong, and P. Z. M. Abd Rahman. 2005. “Predictors of Self-Regulated Learning in Malaysian Smart Schools.” International Education Journal 6 (3): 343–353.
   Google Scholar
• Osman, M. E. 2010. “Virtual Tutoring: An Online Environment for Scaffolding Students’ Metacognitive Problem Solving Expertise.” Journal of Turkish Science Education 7 (4): 3–13.
   Google Scholar
• Ozturk, N. 2017. “An Analysis of Teachers’ Self-Reported Competencies for Teaching Metacognition.” Educational Studies 43 (3): 247–264. doi:10.1080/03055698.2016.1273761.
   Web of Science ®Google Scholar
• Peirce, W. 2003. “Metacognition: Study Strategies Monitoring and Motivation.” Workshop presented on 1 November 2004, Prince George’s Community College. Accessed 10 January 2017 http://academic.pg.cc.md.us/~wpeirce/MCCCTR/metacognition.htm
   Google Scholar
• Piccoli, G., R. Ahmad, and B. Ives. 2001. “Web-Based Virtual Learning Environments: A Research Framework and Preliminary Assessment of Effectiveness in Basic IT Skills Training.” MIS Quarterly 25 (4): 401126. doi:10.2307/3250989.
   Web of Science ®Google Scholar
• Pintrich, P. 2000. “The Role of Goal Orientation in Self-Regulated Learning.” In Handbook of Self-Regulation, edited by M. Boekaerts, P. Pintrich, and M. Zeinder, 452–501. San Diego, CA: Academic Press.
   Google Scholar
• Pintrich, P. R., D. A. F. Smith, T. Gracia, and W. J. Mckeachie. 1993. “Reliability and Predictive Validity of the Motivated Strategies for Learning Questionnaire (MSLQ).” Educational and Psychological Measurement 53: 801–803. doi:10.1177/0013164493053003024.
   Web of Science ®Google Scholar
• Putwain, D. W., L. J. Nicholson, and J. L. Edwards. 2015. “Hard to Reach and Hard to Teach: Supporting the Self-Regulation of Learning in an Alternative Provision Secondary School.” Educational Studies 42 (1): 1–18. doi:10.1080/03055698.2015.1108839.
   Web of Science ®Google Scholar
• Rakes, G. C., and K. E. Dunn. 2010. “The Impact of Online Graduate Students’ Motivation and Self-Regulation on Academic Procrastination.” Journal of Interactive Online Learning 9 (1): 78–93.
   Google Scholar
• Ringle, C. M., S. Wende, and J.-M. Becker. 2015. “SmartPLS 3”. Bönningstedt, Germany: SmartPLS GmbH. Accessed 25 April 2017. http://www.smartpls.com
   Google Scholar
• Romero, M., and E. Barberá. 2013. “Lifelong Learners and Teachers’ Time-Management Competency in E-Learning.” In International Handbook E-Learning: Implementation and Case Studies, edited by Mohamed Ally and Badrul H.Khan, Vol.2, 135–145. New York: Routledge.
   Google Scholar
• Savia, A. C. 2008. “The Relationship between Goal, Metacognition and Academic Success.” Educate 7 (1): 39–47.
   Google Scholar
• Schraw, G., K. J. Crippen, and K. Hartley. 2006. “Promoting Self-Regulation in Science Education: Metacognition as Part of a Broader Perspective on Learning.” Research in Science Education 36: 111–139. doi:10.1007/s11165-005-3917-8.
   Web of Science ®Google Scholar
• Schunk, D. H. 2003. “Self-Efficacy for Reading and Writing: Influence of Modeling, Goal Setting and Self-Evaluation.” Reading and Writing Quarterly: Overcoming Learning Difficulties 19 (2): 159–172. doi:10.1080/10573560308219.
   Google Scholar
• Stanton, J. D., X. N. Neider, I. J. Gallegos, and N. C. Clark. 2015. “Differences in Metacognitive Regulation in Introductory Biology Students: When Prompts are Not Enough.” CBE-Life Sciences Education 14 (2): 1–12. doi:10.1187/cbe.14-08-0135.
   Web of Science ®Google Scholar
• Steinbronn, P. E., and E. M. Merideth. 2003. “An Outward Design Support System to Increase Self-Efficacy in Online Teaching and Learning.” Campus-Wide Information System 20 (1): 17–24. doi:10.1108/10650740310455568.
   Google Scholar
• Suphi, N., and H. Yaratan. 2012. “Effects of Learning Approaches, Locus of Control, Socio-Economic Status and Self-Efficacy on Academic Achievement: A Turkish Perspective.” Educational Studies 38 (4): 419–431. doi:10.1080/03055698.2011.643107.
   Web of Science ®Google Scholar
• Tang, L. 2016. “On Metacognitive Strategy Use for College Students in English Listening Teaching.” Theory and Practice in Language Studies 6 (7): 1437–1443. doi:10.17507/tpls.0607.15.
   Google Scholar
• Tebb, C., and H. Dee. 2003. “The Bigger the Better? A New Look at Virtual Learning Environment.” In Proceedings of the 4th International Conference on Information Technology Based Higher Education and Training (462–466), Ohrid, Macedonia.
   Google Scholar
• Tella, A. 2003. “The Impact of Motivation on Student’s Academic Achievement and Learning Outcomes in Mathematics among Secondary School Students in Nigeria.” Eurasia Journal of Mathematics, Science & Technology Education 3 (2): 149–156. doi:10.12973/ejmste/75390.
   Google Scholar
• Thoonen, E. E. J., P. J. C. Sleegers, T. T. D. Peetsma, and F. J. Oort. 2011. “Can Teachers Motivate Students to Learn?” Educational Studies 37 (3): 345–360. doi:10.1080/03055698.2010.507008.
   Web of Science ®Google Scholar
• Tsai, C.-W. 2011. “Achieving Effective Learning Effects in the Blended Course: A Combined Approach of Online Self-Regulated Learning and Collaborative Learning with Initiation.” Cyberpsychology, Behavior, and Social Networking 14 (9): 505–510. doi:10.1089/cyber.2010.0388.
   PubMed Web of Science ®Google Scholar
• Val Velzen, J. H. 2017. “Measuring Senior High School Students’ Self-Induced Self-Reflective Thinking.” Journal of Educational Research 110 (5): 495–502.
   Web of Science ®Google Scholar
• Van Velzen, J. H. 2013. “Students’ Explanations of Their Knowledge of Learning Processes.” Educational Studies 39 (1): 83–95. doi:10.1080/03055698.2012.671515.
   Web of Science ®Google Scholar
• Vogel-Walcut, J. J., and S. Fiore. 2010. “Insights from Empirical Metacognitive Research.” Paper presented at the 2010 Military Modeling and Simulation Symposium, April 12–15, Orlando, FL.
   Google Scholar
• White, B. Y., J. Frederiksen, and J. Collins. 2009. “The Interplay of Scientific Inquiry and Metacognition.” In Handbook of Metacognition, edited by D. J. Hacker, J. Dunlosky, and A. C. Graesser, 175–205. New York: Routledge.
   Google Scholar
• Wolters, C. A. 2004. “Advancing Achievement Goal Theory: Using Goal Structures and Goal Orientations to Students’ Motivation, Cognition, and Achievement.” Journal of Educational Psychology 96: 236–250. doi:10.1037/0022-0663.96.2.236.
   Web of Science ®Google Scholar
• Wong, K. K. K. 2013. “Partial Least Square Structural Equation Modeling (Pls-Without): Techniques Using SmartPLS.” Marketing Bulletin 24: 1–32.
   Web of Science ®Google Scholar
• Yerdelen-Damar, S., and H. Pesman. 2013. “Relations of Gender and Socioeconomic Status to Physics through Metacognition and Self-Efficacy.” Journal of Educational Research 106: 280–289. doi:10.1080/00220671.2012.692729.
   Web of Science ®Google Scholar
• Zimmerman, B. 2000. “Attaining Self-Regulated Learning: A Social-Cognitive Perspective.” In Handbook of Self-Regulation, edited by M. Boekaerts, P. Pintrich, and M. Zeinder, 13–39. San Diego, CA: Academic Press.
   Google Scholar
• Zimmerman, B. J. 1990. “Self-Regulated Learning and Academic Achievement. An Overview.” Educational Psychologist 25 (1): 3–17. doi:10.1207/s15326985ep2501_2.
   Web of Science ®Google Scholar