Improving self-monitoring and self-regulation: From cognitive psychology to the classroom

By Anique B. H. de Bruin, Tamara van Gog. 2012

166 citations recorded by the source corpus.

Subfields: Artificial Intelligence, Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/d242acdea9570c8ad1271cc8af8272ab5b1948c5

How researchers see this paper

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

In Artificial Intelligence

1. J. V. van Merriënboer
2. Anique B. H. de Bruin
3. Fred Paas
4. John Sweller
5. Tamara van Gog
6. Slava Kalyuga
7. Günter Daniel Rey

In Developmental and Educational Psychology

1. Anique B. H. de Bruin
2. J. V. van Merriënboer
3. J. Léon
4. J. Núñez
5. Jeffrey Liew
6. Fred Paas
7. John Sweller
8. Tamara van Gog

Citations in the corpus

• Bridging Cognitive Load and Self-Regulated Learning Research: A complementary approach to contemporary issues in educational research (2017, background): “For more details on metacognitive judgments, see De Bruin and van Gog (2012).”
• Self-determination and STEM education: Effects of autonomy, motivation, and self-regulated learning on high school math achievement (2015, background): “Much remains unknown about the mechanisms and processes underlying self-regulated learning and achievement in classrooms (de Bruin & van Gog, 2012; Efklides, 2012), and limited studies have examined motivation and self-regulation simultaneously (Helle, Laakkonen, Tuijula, & Vermunt, 2013).”