Volume 10, Issue 1

Search all Metacognition and Learning articles

April 2015

Dynamic Relations, Contingencies, and Contextual Factors in Self-regulated Learning

Issue Editors:

Matthew L. Bernacki,
Adar Ben-Eliyahu

8 articles in this issue

Addressing complexities in self-regulated learning: a focus on contextual factors, contingencies, and dynamic relations
Adar Ben-Eliyahu
Matthew L. Bernacki
EditorialNotes 26 February 2015 Pages: 1 - 13
Integrating the regulation of affect, behavior, and cognition into self-regulated learning paradigms among secondary and post-secondary students
Adar Ben-Eliyahu
Lisa Linnenbrink-Garcia
OriginalPaper 08 February 2015 Pages: 15 - 42
Using multiple, contextualized data sources to measure learners’ perceptions of their self-regulated learning
Lindsay McCardle
Allyson F. Hadwin
OriginalPaper 20 January 2015 Pages: 43 - 75
An investigation of the role of contingent metacognitive behavior in self-regulated learning
Banu Binbasaran Tuysuzoglu
Jeffrey Alan Greene
OriginalPaper 02 October 2014 Pages: 77 - 98
Examining self-efficacy during learning: variability and relations to behavior, performance, and learning
Matthew L. Bernacki
Timothy J. Nokes-Malach
Vincent Aleven
OriginalPaper 26 November 2014 Pages: 99 - 117
Employing a case study approach to capture motivation and self-regulation of young students with learning disabilities in authentic educational contexts
Einat Lichtinger
Avi Kaplan
OriginalPaper 24 January 2015 Pages: 119 - 149
Examining approaches to research on self-regulated learning: conceptual and methodological considerations
Stuart A. Karabenick
Akane Zusho
OriginalPaper 14 March 2015 Pages: 151 - 163
A framework for evaluating and enhancing alignment in self-regulated learning research
Amy L. Dent
Rick H. Hoyle
OriginalPaper 17 March 2015 Pages: 165 - 179

Volume 10, Issue 1

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