Integrating the regulation of affect, behavior, and cognition into self-regulated learning paradigms among secondary and post-secondary students

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Academic Emotional Learning: A Critical Component of Self-Regulated Learning in the Emotional Learning Cycle (2019, background): “Further evidence comes from our own work, in which we surveyed students about their most favored and least favored courses (Ben-Eliyahu & Linnenbrink-Garcia, 2013, 2015).”
Addressing complexities in self-regulated learning: a focus on contextual factors, contingencies, and dynamic relations (2015, methodology): “In this special issue Ben-Eliyahu and Linnenbrink-Garcia (2015) investigate mesosystems by considering the person by context interaction, while Lichtinger and Kaplan also qualitatively identify contextual factors that influence how SRL unfolds for different individuals.”
Sense of Belonging and Self-Regulated Learning: Testing Achievement Goals as Mediators (2018, background): “Recent research also shows that college students’ academic time management strategies are positively related to their achievement (Ben-Eliyahu & Linnenbrink-Garcia, 2015; Wolters & Hussain, 2015).”