Self-regulating studying by objectives for learning: Students’ reports compared to a model

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A Theoretical Review of Winne and Hadwin’s Model of Self-Regulated Learning: New Perspectives and Directions (2007, background): “Indeed, Winne and Jamieson-Noel (2003) found that when studying and self-regulating, students actually exerted less effort for tasks that were cognitively complex and more effort for tasks that were simpler.”
Self-regulated learning: current and future directions. (2004, background): “…control is whether the student writes more information than is necessary in the margins of his notebook or his textbook, such as footnotes , summaries, personal comments, diagrams, comparisons of the information with other sources, etc. (Baker and Cerro, 2000; Winne and Jamieson-Noel, 2003).”
Students’ Adaptation of Study Strategies When Preparing for Classroom Tests (2007, background): “In a recent study by Winne and Jamieson-Noel (2003) , students’ self-reports concerning the use and usefulness of learning strategies systematically varied across study tasks (tasks were defined by different objectives stated prior to studying).”
Self-Regulated Learning in the Classroom: A Literature Review on the Teacher's Role (2012, background): “As such, recent research has advocated that SRL should be considered an event and that selfregulation data should be collected during learning [22, 63, 80–82].”