Theoretical, conceptual, methodological, and instructional issues in research on metacognition and self-regulated learning: A discussion

By Roger Azevedo. 2009

321 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/2b52f160960ef755601655a353423a6b65f15f78

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Issues in dealing with sequential and temporal characteristics of self- and socially-regulated learning (2014, background): “Similarly, valence has emerged as another critical issue in examining SRL processes (see Azevedo et al. 2010; Azevedo et al. 2011a, b; Greene and Azevedo 2009, 2010).”
Granularity matters: comparing different ways of measuring self-regulated learning (2019, background): “SRL can be measured on a coarse grained level when looking at global SRL process phases, as opposed to fine grained SRL measurements that focus on students’ micro-level SRL processes (Azevedo 2009).”
Assessing How Teachers Enhance Self-Regulated Learning: A Multiperspective Approach (2013, background): “Still, or even because of these differences, Azevedo (2009) suggested combining multiple data sources such as self-report measures and other analytical tools to develop a comprehensive understanding of the underlying processes.”
More than tools? Making sense of the ongoing digitizations of higher education (2018, background): “This will also require consideration of how established self-regulation mechanisms of learning are challenged by the use of technologies (Azevedo, 2009; Dabbagh & Kitsan-tas, 2012), and what new forms of self-regulation and self-determined learning are now best supported by digital technologies.”
AutoTutor and affective autotutor: Learning by talking with cognitively and emotionally intelligent computers that talk back (2012, methodology): “MetaTutor was based on extensive research documenting the importance of metacognitive processes such as monitoring, goal setting, and planning during learning [Azevedo 2009].”
Self-Regulated Learning in the Classroom: A Literature Review on the Teacher's Role (2012, background): “, [4, 8, 11, 12, 83, 84]), offers an additional approach to capturing SRL in the classroom.”
Capturing temporal and sequential patterns of self-, co-, and socially shared regulation in the context of collaborative learning (2017, background): “…explained using only cognitive processes; metacognitive processes such as metacognitive monitoring processes are critical at the individual and social levels (De Backer, Van Keer, & Valcke, 2014; Greene & Azevedo, 2009). http://dx.doi.org/10.1016/j.cedpsych.2017.01.009 0361-476X/ 2017 Elsevier Inc.”
Process mining techniques for analysing patterns and strategies in students’ self-regulated learning (2013, background): “Research has revealed that successful learning corresponds with all of these regulatory activities (e.g., Azevedo et al. 2004; Bannert 2009; Manlove et al. 2007; Moos and Azevedo 2009).”
Measuring Cognitive and Metacognitive Regulatory Processes During Hypermedia Learning: Issues and Challenges (2010, methodology): “This engagement and adaptation illustrates one of many possible ways that learners can take to self-regulate their learning with hypermedia (Azevedo, 2009).”