Hanna Järvenoja

Developmental and Educational Psychology · 2008–2019

A researcher in the Science corpus: 13 papers; trusts 52 researchers and is trusted by 18 researchers here, as inferred from the citation graph.

Subfields

• Developmental and Educational Psychology — 256 citations into it; #1,007 of 8,223 by trust here, #557 by citations
• Education — 170 citations into it; #2,117 of 11,309 by trust here, #1,199 by citations
• Social Psychology — 129 citations into it; #6,432 of 15,694 by trust here, #5,189 by citations
• Experimental and Cognitive Psychology — 67 citations into it
• Communication — 31 citations into it; #998 of 3,460 by trust here, #1,019 by citations
• Sociology and Political Science — 21 citations into it; #22,522 of 22,756 by trust here, #13,305 by citations
• Artificial Intelligence — 20 citations into it
• Human Factors and Ergonomics — 18 citations into it

Whom Hanna Järvenoja trusts overall

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

1. B. Zimmerman
2. P. Pintrich
3. Sanna Järvelä
4. C. Wolters
5. M. Boekaerts
6. Simone E. Volet
7. Allyson Fiona Hadwin
8. Philip H. Winne
9. Roger Azevedo
10. Inge Molenaar

Who trusts Hanna Järvenoja overall

1. Sanna Järvelä
2. Ernesto Panadero
3. N. Didonato
4. Jonna Malmberg
5. Cornelia Schoor
6. Piia Näykki
7. Jaana Isohätälä
8. Aishah Bakhtiar
9. Simone E. Volet
10. Serkan Uçan

Papers from Hanna Järvenoja's perspective

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

1. Attaining self-regulation: A social cognitive perspective.
2. The role of goal orientation in self-regulated learning.
3. Measuring Self-Regulated Learning
4. The weave of motivation and self-regulated learning.
5. Self-Regulation in the Classroom: A Perspective on Assessment and Intervention
6. A Motivational Science Perspective on the Role of Student Motivation in Learning and Teaching Contexts.
7. Mind in society: The development of higher psychological processes. L. S. Vygotsky.
8. Co-Regulation of Student Motivation and Emergent Identity
9. Social Interaction - What Can It Tell Us about Metacognition and Coregulation in Learning?
10. Multiple Goals, Multiple Pathways: The Role of Goal Orientation in Learning and Achievement.

Their papers

• Socio-emotional conflict in collaborative learning—A process-oriented case study in a higher education context (2014) — 204 citations
• Research on Motivation in Collaborative Learning: Moving Beyond the Cognitive–Situative Divide and Combining Individual and Social Processes (2010) — 357 citations
• Enhancing socially shared regulation in collaborative learning groups: designing for CSCL regulation tools (2014) — 370 citations
• Emotional regulation in collaborative learning: when do higher education students activate group level regulation in the face of challenges? (2019) — 112 citations
• Socially shared regulation of learning and participation in social interaction in collaborative learning (2017) — 180 citations
• Supporting groups’ emotion and motivation regulation during collaborative learning (2017) — 174 citations
• Capturing temporal and sequential patterns of self-, co-, and socially shared regulation in the context of collaborative learning (2017) — 219 citations
• How do types of interaction and phases of self-regulated learning set a stage for collaborative engagement? (2016) — 203 citations
• Understanding Regulated Learning in Situative and Contextual Frameworks (2015) — 130 citations
• How Individual Self-Regulation Affects Group Regulation and Performance (2015) — 99 citations
• Regulation of emotions in socially challenging learning situations: an instrument to measure the adaptive and social nature of the regulation process (2013) — 147 citations
• Socially Constructed Self-Regulated Learning and Motivation Regulation in Collaborative Learning Groups (2011) — 289 citations
• Understanding the dynamics of motivation in socially shared learning (2008) — 190 citations