An expert performance approach to the study of individual differences in self-regulated learning activities in upper-level college students

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Motivation and self-regulated strategy use: Relationships to primary school students’ English writing in Hong Kong (2019, background): “…more cognitive strategies, such as rehearsal and organizing (Bannert et al., 2014; Dermitzaki, Andreou, & Paraskeva, 2008; DiFrancesca et al., 2016; Nandagopal & Ericsson, 2012), more metacognitive strategies, such as goal setting and goal monitoring (Bannert et al., 2014; Dermitzaki et al., 2008;…”
A comparison of high and low achieving students on self-regulated learning variables (2016, background): “One potential approach to better understand how to improve SRL is to compare the relevant characteristics of high and low achieving students (Nandagopal & Ericsson, 2012).”
Integrating the regulation of affect, behavior, and cognition into self-regulated learning paradigms among secondary and post-secondary students (2015, background): “In keeping with this idea, there is evidence that time studying is not related to achievement (Nandagopal and Ericcson 2012; Plant et al. 2005), suggesting that some of the time that is allotted for studying may in fact not be used adaptively, as in over-organizing.”