Methodological progress in the study of self-regulated learning enables theory advancement
Learning and Instruction, ISSN: 0959-4752, Vol: 72, Page: 101269
2021
- 15Citations
- 60Captures
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Article Description
The collection of papers in this special issue demonstrates the level of methodological sophistication that has become characteristic of contemporary research on self-regulated learning. In this commentary I develop the argument that these methods can lead us not only to improved theoretical models but also to a new type of theory for SRL. In particular, multimodal and temporal methods provide us with an extended epistemic space for SRL research, a move from theories we could describe as ‘event-oriented’ toward those we might want to call ‘structure-oriented’. First, however, I take stock of the range of methods employed in the contributions to this issue.
Bibliographic Details
http://www.sciencedirect.com/science/article/pii/S0959475219307509; http://dx.doi.org/10.1016/j.learninstruc.2019.101269; http://www.scopus.com/inward/record.url?partnerID=HzOxMe3b&scp=85076560549&origin=inward; https://linkinghub.elsevier.com/retrieve/pii/S0959475219307509; https://api.elsevier.com/content/article/PII:S0959475219307509?httpAccept=text/xml; https://api.elsevier.com/content/article/PII:S0959475219307509?httpAccept=text/plain; https://dul.usage.elsevier.com/doi/; https://dx.doi.org/10.1016/j.learninstruc.2019.101269
Elsevier BV
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