Springer Nature is making SARS-CoV-2 and COVID-19 research free. View research | View latest news | Sign up for updates

The use of computer-based environments for understanding and improving self-regulation

This is a preview of subscription content, log in to check access.

References

  1. Alexander, P. A. (2003). The development of expertise: The journey from acclimation to proficiency. Educational Researcher, 32, 10–14.

  2. Azevedo, R. (2005). Using hypermedia as a metacognitive tool for enhancing student learning? The role of self-regulated learning. Educational Psychologist, 40, 199–209.

  3. Azevedo, R., Greene, J. A., & Moos, D. C. (2007). The effect of a human agent’s external regulation upon college students’ hypermedia learning. Metacognition and Learning (this volume).

  4. Butler, D., & Winne, P. (1995). Feedback and self-regulated learning: A theoretical synthesis. Review of Educational Research, 65(3), 245–281.

  5. Graesser, A. C., McNamara, D., & VanLehn, K. (2005). Scaffolding deep comprehension strategies through point & query, AutoTutor and iSTART. Educational Psychologist, 40, 225–234.

  6. Graesser, A. C., Wiley, J., Goldman, S. R., O’Reilly, T., Jeon, M., & McDaniel, B. (2007). SEEK Web Tutor: Fostering a critical stance while exploring the causes of volcanic eruption. Metacognition and Learning (this volume).

  7. Hadwin, A. F., Nesbit, J. C., Jamieson-Noel, D., Code, J., & Winne, P. H. (2007). Examining trace data to explore self-regulated learning. Metacognition and Learning (this volume).

  8. Lajoie, S. P., & Azevedo, R. (2006). Teaching and learning in technology-rich environments. In P. Alexander & P. Winne (Eds.), Handbook of educational psychology (pp. 803–821, 2nd ed.). Mahwah, NJ: Erlbaum.

  9. Manlove, S., Lazonder, A. Z., de Jong, T. (2007). Software scaffolds to promote reguation during scientific inquiry learning. Metacognition and Learning (this volume).

  10. Pintrich, P. R. (2000). The role of goal orientation in self-regulated learning. In M. Boekaerts, P. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 451–502). San Diego, CA: Academic.

  11. Pressley, M., & Harris, K. R. (2006). Cognitive strategy instruction: From basic research to classroom instruction. In P. Alexander & P. Winne (Eds.), Handbook of educational psychology (pp. 265–286, 2nd ed.). San Diego: Academic.

  12. Reed, S. K. (2006). Cognitive architectures for multimedia learning. Educational Psychologist, 41, 87–98.

  13. Roll, I., Aleven, V., McLaren, B. M., & Koedinger, K. R. (2007). Designing for metacognition — applying cognitive tutor principles to the tutoring of help seeking. Metacognition and Learning (this volume).

  14. Rouet, J. F., & Le Bigot, L. (2007). Effects of academic training on metatextual knowledge and hypertext navigation. Metacognition and Learning (this volume).

  15. Schraw, G. (2006). Knowledge: Structures and processes. In P. Alexander & P. Winne (Eds.), Handbook of educational psychology (pp. 245–264, 2nd ed.). San Diego: Academic.

  16. Schraw, G., Kauffman, D. F., & Lehman, S. (2002). Self-regulated learning theory. In L. Nadel (Ed.), The encyclopedia of cognitive science (pp. 1063–1073). London: Nature Publishing Group.

  17. Schraw, G., & Moshman, D. (1995). Metacognitive theories. Educational Psychology Review, 7, 351–371.

  18. Schunk, D. H., & Zimmerman, B. J. (2006). Competence and control beliefs: Distinguishing the means and the ends. In P. Alexander & P. Winne (Eds.), Handbook of educational psychology (pp. 349–367, 2nd ed.). San Diego: Academic.

  19. White, B., & Frederiksen, J. (2005). A theoretical framework and approach for fostering metacognitive development. Educational Psychologist, 40, 211–223.

  20. Winne, P. H. (2001). Self-regulated learning viewed from models of information processing. In B. Zimmerman & D. Schunk (Eds.), Self-regulated learning and academic achievement: Theoretical perspectives (pp. 153–189). Mahwah, NJ: Erlbaum.

  21. Winne, P. H., & Perry, N. E. (2000). Measuring self-regulated learning. In M. Boekaerts, P. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 531–566). San Diego, CA: Academic.

  22. Zimmerman, B. (2000). Attaining self-regulation: A social cognitive perspective. In M. Boekaerts, P. Pintrich, & M. Zeidner (Eds.), Handbook of self–regulation (pp. 13–39). San Diego, CA: Academic.

  23. Zimmerman, B. (2001). Theories of self-regulated learning and academic achievement: An overview and analysis. In B. Zimmerman & D. Schunk (Eds.), Self-regulated learning and academic achievement: Theoretical perspectives (pp. 1–37). Mawah, NJ: Erlbaum.

Download references

Author information

Correspondence to Gregory Schraw.

Rights and permissions

Reprints and Permissions

About this article

Cite this article

Schraw, G. The use of computer-based environments for understanding and improving self-regulation. Metacognition Learning 2, 169–176 (2007). https://doi.org/10.1007/s11409-007-9015-8

Download citation

Keywords

  • Goal Orientation
  • Mastery Goal
  • Intelligent Tutoring System
  • Critical Stance
  • Human Tutor