Abstract
This article comments on the target paper by Vollmeyer and Rheinberg. As the emphasis of this special issue is on the assessment of self-regulation in learning, my commentary will focus on the various aspects of the research design, measures, and analyses.
Similar content being viewed by others
References
Efklides, A. (2002). The systemic nature of metacognitive experiences: Feelings, judgments, and their interrelations. In M. Izaute, P. Chambres, & P.-J. Marescaux (Eds.) Metacognition: Process, function, and use (pp. 19–34). Dordrecht, The Netherlands: Kluwer.
Engeser, S., Rheinberg, F., Vollmeyer, R., & Bischoff, J. (2005). Motivation, Flow-Erleben und Lernleistung in universitären Lernsettings. Zeitschrift für Pädagogische Psychologie, 19, 159–172.
Kline, R. B. (1998). Principles and practice of structural equation modeling. New York: Guilford.
Tapola, A., & Niemivirta, M. (2003). Students' motivational appraisals and performance in a complex problem solving task. Paper presented at the 10th European Conference for Research on Learning and Instruction, Padova, Italy.
Vollmeyer, R., & Rheinberg, F. (2003). Aktuelle Motivation und Motivation im Verlauf. In J. Stiensmeier-Pelster, & F. Rheinberg (Eds.), Diagnostik von Motivation und Selbstkonzept, (pp. 281–295). Göttingen, Germany: Hogrefe.
Author information
Authors and Affiliations
Corresponding author
Rights and permissions
About this article
Cite this article
Niemivirta, M. Assessing Motivation and Self-Regulation in Learning within a Predictive Design: Incorporating Systematic Elements of Change. Educ Psychol Rev 18, 255–259 (2006). https://doi.org/10.1007/s10648-006-9020-5
Published:
Issue Date:
DOI: https://doi.org/10.1007/s10648-006-9020-5