Self-regulated learning: the role of motivation, emotion, and use of learning strategies in students’ learning experiences in a self-paced online mathematics course

By Moon-Heum Cho, M. L. Heron. 2015

268 citations recorded by the source corpus.

Subfields: Computer Science Applications, Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/14c34a2b5b1323fbbdd0c2d4a01ea73e72bad046

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Computer Science Applications

1. M. Barak
2. Hossam Haick
3. Abeer Watted

In Developmental and Educational Psychology

1. M. Barak
2. Hossam Haick
3. Wei Wang
4. Abeer Watted
5. Ju Zhan

In Education

1. M. Barak
2. Hossam Haick
3. Wei Wang
4. Abeer Watted
5. Ju Zhan

Citations in the corpus

• Motivation to learn in massive open online courses: Examining aspects of language and social engagement (2016, background): “Cho and Heron (2015) found that online learners' intrinsic motivation is positively related to their learning performance. relevant to job, career change, meet new friends), may predict different behavioral patterns for MOOC learners.”
• The Relationship between English Language Learner Characteristics and Online Self-regulation: A Structural Equation Modeling Approach (2020, background): “More importantly, the learners who have perceived the value and nature of online English learning also recognize the importance of self-evaluation [30].”