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Methodological progress in the study of self-regulated learning enables theory advancement

Learning and Instruction, ISSN: 0959-4752, Vol: 72, Page: 101269
2021
  • 15
    Citations
  • 0
    Usage
  • 60
    Captures
  • 0
    Mentions
  • 0
    Social Media
Metric Options:   Counts1 Year3 Year

Metrics Details

  • Citations
    15
    • Citation Indexes
      15
  • Captures
    60

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.

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