Modeling Academic Achievement by Self-Reported versus Traced Goal Orientation.

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How researchers see this paper

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Improving Measurements of Self-Regulated Learning (2010, background): “In an experiment, Zhou and I provided learners with tags and hyperlinks that operationally represented all four categories of goal orientation (defined by combinations of mastery-performance by approach-avoidance dimensions; Zhou & Winne, 2010).”
Let’s not forget: Learning analytics are about learning (2014, methodology): “Not only can this type of instrumentation increase the theoretical foundation of the measurement in learning analytics, but this type of measurement provides valuable contributions to educational research to overcome the well-known limitations of self-reported measures (Zhou & Winne, 2012).”
Learning analytics to unveil learning strategies in a flipped classroom (2017, unknown): “An illustrative example is an annotation tool that allows students to associate selected pieces of content with one or more tags (from a predefined tags collection) reflective of their goal orientations (Zhou & Winne, 2012).”
Issues in researching self-regulated learning as patterns of events (2014, background): “Zhou and I illustrate one approach (Zhou and Winne 2012).”