Sequential and temporal characteristics of self and socially regulated learning

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Third wave of measurement in the self-regulated learning field: when measurement and intervention come hand in hand (2016, methodology): “…assessment methods have been developed, such as: thinking aloud protocols (Greene, Robertson, & Croker Costa, 2011), classroom observations (Perry & Rahim, 2011), microanalysis (Cleary, 2011), sequential and temporal analysis (Molenaar & Järvelä, 2014), and self-reporting (Dugan & Andrade, 2011).”
Capturing temporal and sequential patterns of self-, co-, and socially shared regulation in the context of collaborative learning (2017, background): “Temporal and sequential analysis can reveal how sequences of regulated learning unfold over time and can describe the associations between self-, co-, and socially shared regulated learning (Molenaar & Järvelä, 2014).”
Addressing complexities in self-regulated learning: a focus on contextual factors, contingencies, and dynamic relations (2015, methodology): “The conceptualization of self-regulated learning (SRL) has been profoundly articulated in recent special issues focused on the similarities and distinctions between SRL and related phenomena like self-regulation, metacognition, and motivation as well as the development of new environments and method”