A Perspective on State-of-the-art Research on Self-regulated Learning

By Philip H. Winne. 2005

206 citations recorded by the source corpus.

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

View Paper: https://www.semanticscholar.org/paper/852a33c33ab76eb2611a8de2c7378886725c5175

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In Computer Science Applications

In Developmental and Educational Psychology

In Education

Citations in the corpus

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].”
Metacognition, achievement goals, study strategies and academic achievement: pathways to achievement (2008, background): “Theorists, such as Boekaerts (1997), Pressley (1995) and Winne (2005), have pointed out that it is important to examine in what respects effective and less-effective self-regulatory students differ.”
Learning presence: Towards a theory of self-efficacy, self-regulation, and the development of a communities of inquiry in online and blended learning environments (2010, unknown): “…contingent on positive self-ef ﬁ cacy beliefs, arguing that “ learners must subscribe to a system of epistemological and motivational beliefs that classi ﬁ es failure as an occasion to be informed, a condition that is controllable, and a stimulus to spend effort to achieve better ” (Winne, 2005).”
State of the art – teacher effectiveness and professional learning (2014, unknown): “However, although self-regulated learning has been a major topic of educational research for several decades (Winne, 2005), it is still an issue that is understudied in the field of teacher effectiveness research.”
Support of the collaborative inquiry learning process: influence of support on task and team regulation (2012, methodology): “Data were collected on two occasions and aggregated into one data set.”
Components of fostering self-regulated learning among students. A meta-analysis on intervention studies at primary and secondary school level (2008, background): “impact on research on learning and instruction for several decades (Winne 2005).”
Learning With Computer-Based Learning Environments: A Literature Review of Computer Self-Efficacy (2009, background): “In addition, educational implications for CBLEs is best understood when research also accounts for variables that are related to what students learn and how they learn with CBLEs (Azevedo et al., 2005; Moos & Azevedo, 2006, 2008; Winne, 2005).”
Measuring the complexity of upper primary school children’s self-regulated learning: A multi-component approach (2013, background): “, thinking aloud, observations) in future research (e.g., Boekaerts & Corno, 2005; Winne, 2005).”
A Dynamic Metacognitive Systems Account of Chinese University Students' Knowledge About EFL Reading (2010, background): “It should be that cognitive skills are necessary to perform a task, and that metacognition is necessary to understand how the task is performed (Winne, 2005), but”