Using multiple, contextualized data sources to measure learners’ perceptions of their self-regulated learning

By Lindsay McCardle, Allyson Fiona Hadwin. 2015

127 citations recorded by the source corpus.

Subfields: Communication, Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/c6599d476e8ac5c1d5e7ce827f0505cfb52175cb

How researchers see this paper

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

In Communication

1. Jonna Malmberg
2. Sanna Järvelä
3. Matthew L. Bernacki
4. Adar Ben-Eliyahu
5. Paul A. Kirschner
6. Márta Sobocinski
7. Hanna Järvenoja
8. Roger Azevedo

In Developmental and Educational Psychology

1. Matthew L. Bernacki
2. Sanna Järvelä
3. Jonna Malmberg
4. Adar Ben-Eliyahu
5. Márta Sobocinski
6. Paul A. Kirschner
7. Eetu Haataja
8. Ernesto Panadero

In Education

1. Jonna Malmberg
2. Sanna Järvelä
3. Matthew L. Bernacki
4. Adar Ben-Eliyahu
5. Paul A. Kirschner
6. Márta Sobocinski
7. Eetu Haataja
8. Ernesto Panadero

Citations in the corpus

• What multimodal data can tell us about the students’ regulation of their learning process? (2019, background): “The implication may be that it is important that learners are aware of challenges that might hinder their learning and that they have set learning goals to perceive the lack of task understanding as a challenge (McCardle & Hadwin, 2015).”
• Addressing complexities in self-regulated learning: a focus on contextual factors, contingencies, and dynamic relations (2015, methodology): “These might also include general tendencies or aggregate counts of SRL behavior, as captured in journals (McCardle and Hadwin 2015) or interviews (Lichtinger and Kaplan 2015).”