Motivation and Affect in Self-Regulated Learning : Does Metacognition Play a Role?

By A. Efklides, B. Schwartz, Victoria Brown. 2017

88 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/2ea077b850a24166f572508cf9324eb3b58db6bb

How researchers see this paper

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

1. Florence Gabriel
2. Abhinava Barthakur
3. S. Buckley
4. Roger Azevedo
5. Daniel C. Moos
6. Adar Ben-Eliyahu
7. Jeffrey Alan Greene
8. Jennifer G. Cromley

Citations in the corpus

• Reflections on the field of metacognition: issues, challenges, and opportunities (2020, background): “…of learning [JOL-]), feedback loops associated with cycles of metacognitive monitoring and control, and so forth across frameworks, models, and theories (e.g., Ackerman and Thompson 2017; Efklides et al. 2018; Hacker and Bol 2019; Koriat 2015; Metcalfe 2009; Nelson and Narens 1990; Winne 2018).”
• The impact of mathematics anxiety on self-regulated learning and mathematical literacy (2020, background): “Positive emotions can provide students with the necessary resources to control their focus and commitment towards achieving their learning goals (Efklides et al., 2017).”