Marja Vauras
Developmental and Educational Psychology · 2001–2019
A researcher in the Science corpus: 12 papers; trusts 22 researchers and is trusted by 22 researchers here, as inferred from the citation graph.
Subfields
- Developmental and Educational Psychology — 73 citations into it; #921 of 8,223 by trust here, #557 by citations
- Education — 71 citations into it; #1,206 of 11,309 by trust here, #738 by citations
- Social Psychology — 50 citations into it; #5,484 of 15,694 by trust here, #5,305 by citations
- Experimental and Cognitive Psychology — 30 citations into it
- Applied Psychology — 23 citations into it
- Organizational Behavior and Human Resource Management — 20 citations into it
- Statistics and Probability — 20 citations into it
- Clinical Psychology — 12 citations into it; #4,417 of 8,024 by trust here, #3,145 by citations
Whom Marja Vauras trusts overall
Their strongest outbound trust, strongest first, inferred from their citations.
- A. Efklides
- Simone E. Volet
- M. Boekaerts
- P. Pintrich
- B. Zimmerman
- Mary M. Mccaslin
- Pekka Salonen
- M. Veenman
- Brigid Barron
- A. Desoete
Who trusts Marja Vauras overall
- Sanna Järvelä
- Ernesto Panadero
- Tuike Iiskala
- Simone E. Volet
- Toni Kempler Rogat
- David Whitebread
- Serkan Uçan
- Hanna Järvenoja
- A. Efklides
- I. Clark
Papers from Marja Vauras's perspective
Ordered by how strongly the researchers Marja Vauras trusts endorse each paper. Same corpus, a different order for every researcher.
- Attaining self-regulation: A social cognitive perspective.
- Mind in society: The development of higher psychological processes. L. S. Vygotsky.
- Measuring Self-Regulated Learning
- Self-Regulated Learning: Finding a Balance between Learning Goals and Ego-Protective Goals
- The role of goal orientation in self-regulated learning.
- Focusing the Conceptual Lens on Metacognition, Self-regulation, and Self-regulated Learning
- Metacognition and Affect: What Can Metacognitive Experiences Tell Us about the Learning Process?.
- The Informal Curriculum
- Metacognition: Defining its facets and levels of functioning in relation to self- and co-regulation
- Situated Learning: Legitimate Peripheral Participation
Their papers
- Self- and Social Regulation in Learning Contexts: An Integrative Perspective (2009) — 378 citations
- What makes mathematical word problem solving challenging? Exploring the roles of word problem characteristics, text comprehension, and arithmetic skills (2019) — 131 citations
- Teachers' emotions and emotion regulation strategies: Self- and students' perceptions (2016) — 186 citations
- Age-related differences in the relation between motivation to learn and transfer of training in adult continuing education (2012) — 122 citations
- Socially shared metacognition of dyads of pupils in collaborative mathematical problem-solving processes (2011) — 333 citations
- Instructing Low‐Achievers in Mathematical Word Problem Solving (2010) — 56 citations
- Multisource Assessment of Children's Social Competence (2006) — 160 citations
- Developmental Changes of Metacognitive Skill in Elementary School Children (2006) — 107 citations
- Social Interaction - What Can It Tell Us about Metacognition and Coregulation in Learning? (2005) — 225 citations
- Socially-shared metacognition in peer learning? (2004) — 156 citations
- SHARED-REGULATION AND MOTIVATION OF COLLABORATING PEERS: A CASE ANALYSIS (2003) — 181 citations
- Predicting writing skill development with word recognition and preschool readiness skills (2001) — 93 citations