Introduction: Using Qualitative Methods to Enrich Understandings of Self-Regulated Learning

By Nancy E. Perry. 2002

143 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Human Factors and Ergonomics

View Paper: https://www.semanticscholar.org/paper/d47a4b72a7ab7c4be55db5670c3cd4ecf77bebc2

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In Developmental and Educational Psychology

In Education

In Human Factors and Ergonomics

Citations in the corpus

Patterns of self‐regulatory strategy use among low‐achieving and high‐achieving university students (2006, background): “More recently, a growing number of researchers have suggested that more qualitative studies need to be conducted within the inductive paradigm to provide an in-depth view of the phenomena of academic self-regulation among different student populations and to study within-group variability (Perry, 20”
Addressing complexities in self-regulated learning: a focus on contextual factors, contingencies, and dynamic relations (2015, background): “The conceptualization of self-regulated learning (SRL) has been profoundly articulated in recent special issues focused on the similarities and distinctions between SRL and related phenomena like self-regulation, metacognition, and motivation as well as the development of new environments and method”
Using multiple, contextualized data sources to measure learners’ perceptions of their self-regulated learning (2015, background): “These event-focused self-report approaches provide a much-needed qualitative lens for understanding how learners regulate (Butler 2002; Patrick and Middleton 2002; Perry 2002).”
The Role of Direct Strategy Instruction and Indirect Activation of Self-Regulated Learning—Evidence from Classroom Observation Studies (2020, background): “As an alternative, classroom observations offer more suitable ways to capture teachers’ instructional practice to support SRL (Butler 2002; Perry 2002; Perry et al. 2002).”
Self-Regulation in the Classroom: A Perspective on Assessment and Intervention (2005, unknown): “Observation studies are often complemented when researchers also use structured or semi-structured interviews (see Perry, 2002; Zimmerman & Martinez-Pons, 1988).”
Assessing How Teachers Enhance Self-Regulated Learning: A Multiperspective Approach (2013, background): “However, there have been only a small body of research that has focused on the instruction of self-regulation strategies by regular classroom teachers (Perry, 2002).”
Using Hypermedia as a Metacognitive Tool for Enhancing Student Learning? The Role of Self-Regulated Learning (2005, background): “The empirical literature in educational psychology (e.g., Corno & Randi, 1999; Newman, 2002; Perry, 2002; Pintrich & Zusho, 2002), and in the learning sciences (e.”
How Far Have We Moved Toward the Integration of Theory and Practice in Self-Regulation? (2006, background): “Pekrun, Goetz, Titz, and Perry (2002) showed that negative emotions do not have a direct effect on learning outcomes; their effect is mediated by the self-regulatory strategies that the emotions activate.”