Charlotte Dignath

Developmental and Educational Psychology · 2008–2020

A researcher in the Science corpus: 4 papers; trusts 56 researchers and is trusted by 29 researchers here, as inferred from the citation graph.

Subfields

• Developmental and Educational Psychology — 147 citations into it; #699 of 8,223 by trust here, #470 by citations
• Education — 125 citations into it; #5,950 of 11,309 by trust here, #8,671 by citations
• Social Psychology — 30 citations into it
• Experimental and Cognitive Psychology — 20 citations into it
• Cognitive Neuroscience — 7 citations into it
• Computer Science Applications — 5 citations into it; #139 of 1,855 by trust here, #83 by citations
• Sociology and Political Science — 5 citations into it; #5,066 of 22,756 by trust here, #3,644 by citations

Whom Charlotte Dignath trusts overall

Their strongest outbound trust, strongest first, inferred from their citations.

1. B. Zimmerman
2. M. Veenman
3. Nancy E. Perry
4. D. Schunk
5. Robert C. Pianta
6. Ernesto Panadero
7. Robin S Spruce
8. S. Paris
9. Bracha Kramarski
10. M. Boekaerts

Who trusts Charlotte Dignath overall

1. Ernesto Panadero
2. B. Zimmerman
3. Yves Karlen
4. H. de Boer
5. Louise Gascoine
6. M. Veenman
7. A. Jonsson
8. C. D. Ewijk
9. Saskia Kistner
10. Erik De Corte

Papers from Charlotte Dignath's perspective

Ordered by how strongly the researchers Charlotte Dignath trusts endorse each paper. Same corpus, a different order for every researcher.

1. Attaining self-regulation: A social cognitive perspective.
2. Measuring Self-Regulated Learning
3. Becoming a Self-Regulated Learner: An Overview
4. Focusing the Conceptual Lens on Metacognition, Self-regulation, and Self-regulated Learning
5. Theories of Self-Regulated Learning and Academic Achievement: An Overview and Analysis
6. Emotion Research in Education: Theoretical and Methodological Perspectives on the Integration of Affect, Motivation, and Cognition
7. Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching
8. Relation between intellectual and metacognitive skills: Age and task differences
9. Learning to Self-Monitor and Self-Regulate
10. Components of fostering self-regulated learning among students. A meta-analysis on intervention studies at primary and secondary school level

Their papers

• Components of fostering self-regulated learning among students. A meta-analysis on intervention studies at primary and secondary school level (2008) — 1,075 citations
• The Role of Direct Strategy Instruction and Indirect Activation of Self-Regulated Learning—Evidence from Classroom Observation Studies (2020) — 365 citations
• Teachers’ direct and indirect promotion of self-regulated learning in primary and secondary school mathematics classes – insights from video-based classroom observations and teacher interviews (2018) — 258 citations
• How can primary school students learn self-regulated learning strategies most effectively? A meta-analysis on self-regulation training programmes (2008) — 944 citations