A macro-level analysis of SRL processes and their relations to the acquisition of a sophisticated mental model of a complex system☆☆☆

By Jeffrey Alan Greene, Roger Azevedo. 2009

369 citations recorded by the source corpus.

Subfields: Artificial Intelligence, Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/e5529db6978e4afc46bd03e85e06092f07253624

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In Artificial Intelligence

In Developmental and Educational Psychology

Citations in the corpus

Social Regulation of Learning During Collaborative Inquiry Learning in Science: How does it emerge and what are its functions? (2015, background): “Although, some studies have examined how students’ SRL processes (e.g. planning, monitoring) are related to their learning and achievement (e.g. Greene & Azevedo, 2009, Winters & Alexander, 2011) and how their regulatory processes could be supported during science inquiry learning (e.g. Ben-David &…”
Addressing complexities in self-regulated learning: a focus on contextual factors, contingencies, and dynamic relations (2015, background): “SRL is a multifaceted phenomenon that includes components that operate iteratively (process models, Winne and Hadwin 1998; Zimmerman 2000), at multiple levels (micro- and macroprocesses, Greene and Azevedo 2007, 2009) and in different and evolving contexts (Winne 2010).”
Metacognition About Practice Testing: a Review of Learners’ Beliefs, Monitoring, and Control of Test-Enhanced Learning (2020, background): “Other researchers have included additional subprocesses of metacognition and self-regulated learning more generally (e.g., Efklides 2006; Greene and Azevedo 2009; Schraw and Dennison 1994; Winne and Hadwin 1998; Zimmerman 2008).”
Measuring Cognitive and Metacognitive Regulatory Processes During Hypermedia Learning: Issues and Challenges (2010, background): “These theoretical discrepancies pose challenges for those interested in understanding and measuring regulatory processes during learning with hypermedia (see Azevedo, 2005, 2007, 2009; Greene & Azevedo, 2007, 2009; Moos & Azevedo, 2008, 2009).”
Issues in dealing with sequential and temporal characteristics of self- and socially-regulated learning (2014, background): “Similarly, valence has emerged as another critical issue in examining SRL processes (see Azevedo et al. 2010; Azevedo et al. 2011a, b; Greene and Azevedo 2009, 2010).”
Capturing temporal and sequential patterns of self-, co-, and socially shared regulation in the context of collaborative learning (2017, background): “…explained using only cognitive processes; metacognitive processes such as metacognitive monitoring processes are critical at the individual and social levels (De Backer, Van Keer, & Valcke, 2014; Greene & Azevedo, 2009). http://dx.doi.org/10.1016/j.cedpsych.2017.01.009 0361-476X/ 2017 Elsevier Inc.”
The Measurement and Predictive Ability of Metacognition in Middle School Learners (2012, background): “…on metacognition in science, technology, engineering, and mathematics (STEM) learning and problem solving (e.g., Desoete, 2008; Desoete, Roeyers, & De Clercq, 2003; Greene & Azevedo, 2009; Moos & Azevedo, 2008a, 2000b; Schwartz, Andersen, Hong, Howard, & McGee, 2004; White & Frederiksen, 2005).”
Effects of constructing versus playing an educational game on student motivation and deep learning strategy use (2011, background): “This is also shown by research of Greene and Azevedo (2009), who demonstrated that students who used constructivistic self-regulated learning strategies were more likely to obtain deep, conceptual understanding of complex topics than when they would limit their learning to obtaining declarative…”
Let’s not forget: Learning analytics are about learning (2014, background): “However, the decrease is a sign for concern as metacognitive monitoring is the “key SRL process” (Greene & Azevedo, 2009, p. 18) to promote understanding.”
Interactions of Metacognition With Motivation and Affect in Self-Regulated Learning: The MASRL Model (2011, methodology): “Greene and Azevedo (2009) , following Winne's model, made a detailed analysis of think-aloud protocols with respect to the activities manifested in SRL events.”
Toward a Conceptual Model of Mentoring Research: Integration with Self-Regulated Learning (2013, neutral): “Think Alouds Think alouds involve learners overtly verbalizing their thinking while learning (Greene and Azevedo 2009).”
Self-Regulated Learning in the Classroom: A Literature Review on the Teacher's Role (2012, background): “, [4, 8, 11, 12, 83, 84]), offers an additional approach to capturing SRL in the classroom.”