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College adults are not good at self-regulation: A study on the relationship of self-regulation, note taking, and test taking.

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References

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1991

Note-taking functions and techniques.

331 cited

Cited by

2005What limits the encoding effect of note-taking? A meta-analytic examination232 cited
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2011Generating keywords improves metacomprehension and self-regulation in elementary and middle school children187 cited
2017Evaluating the metacognitive awareness inventory using empirical factor-structure evidence182 cited
2006The Importance of Handwriting Speed in Adult Writing162 cited
2007What predicts skill in lecture note taking?143 cited
2019A latent profile analysis of adult students’ online self-regulation in blended learning environments130 cited
2020Teachers’ Professional Competences in Self-Regulated Learning: An Approach to Integrate Teachers’ Competences as Self-Regulated Learners and as Agents of Self-Regulated Learning in a Holistic Manner127 cited
2006An In-Depth Analysis of the Learning and Study Strategies Inventory (LASSI)125 cited
2015Competencies for successful self-regulated learning in higher education: structural model and indications drawn from expert interviews123 cited
2016More is more? Evaluation of interventions to foster self-regulated learning in college118 cited
2018Laptop versus longhand note taking: effects on lecture notes and achievement99 cited
2016First-Year College Students’ Time Use92 cited
2013Both handwriting speed and selective attention are important to lecture note-taking89 cited
2006How college science students engage in note‐taking strategies82 cited
2012The Relationship of Handwriting Speed, Working Memory, Language Comprehension and Outlines to Lecture Note‐taking and Test‐taking among College Students80 cited