Assessing self-regulated learning in higher education: a systematic literature review of self-report instruments

By Anne Roth, Sabine Ogrin, Bernhard Schmitz. 2016

254 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/977282ad60136ae97bcc90814f0e8e16b8346ace

How researchers see this paper

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

In Developmental and Educational Psychology

1. A. Jonsson
2. J. Botella
3. Ernesto Panadero
4. Zi Yan
5. Heidi L. Andrade
6. Jan-Willem Strijbos
7. J. Alonso-Tapia
8. M. Romero

In Education

1. J. Botella
2. Ernesto Panadero
3. A. Jonsson
4. Zi Yan
5. Heidi L. Andrade
6. Jan-Willem Strijbos
7. J. Alonso-Tapia
8. Phillip Dawson

In Sociology and Political Science

1. A. Jonsson
2. Ernesto Panadero

Citations in the corpus

• A Review of Self-regulated Learning: Six Models and Four Directions for Research (2017, background): “More recently, two reviews have found that the MSLQ is the most used instrument in SRL measurement (Roth et al., 2016) and in self-efficacy measurement (Honicke and Broadbent, 2016).”
• Effects of self-assessment on self-regulated learning and self-efficacy: Four meta-analyses (2017, background): “…before, this means that there might be problems with the validity and accuracy when using questionnaires to measure specific SRL interventions and students’ inability to accurately report their SRL strategies via questionnaires (AlonsoTapia et al., 2014; Boekaerts & Corno, 2005; Roth et al, 2016).”