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What they say is what they do? Comparing task-specific self-reports, think-aloud protocols, and study traces for measuring secondary school students’ text-learning strategies
16 references·0 citing·42 second hop
What they say is what they do? Comparing task-specific self-reports, think-aloud protocols, and study traces for measuring secondary school students’ text-learning strategies (2019)What they say is what they do? Comparing …Gender differences in academic self-efficacy: a meta-analysis (2012)Gender differences in academi…Accuracy of teachers' judgments of students' academic achievement: A meta-analysis. (2012)Accuracy of teachers' judgmen…Handbook of Self-Regulation of Learning and Performance (2011)Handbook of Self-Regulation o…Alternative assessment of strategy use with self-report instruments: a discussion (2011)Alternative assessment of str…Promotion of self-regulated learning in classrooms: investigating frequency, quality, and consequences for student performance (2010)Promotion of self-regulated l…The development of two observational tools for assessing metacognition and self-regulated learning in young children (2008)The development of two observ…A macro-level analysis of SRL processes and their relations to the acquisition of a sophisticated mental model of a complex system (2008)A macro-level analysis of SRL…Assessment of metacognitive skills by means of instruction to think aloud and reflect when prompted. Does the verbalisation method affect learning? (2007)Assessment of metacognitive s…Answering the Call for a Standard Reliability Measure for Coding Data (2007)Answering the Call for a Stan…A typology of mixed methods research designs (2007)A typology of mixed methods r…The assessment of metacognitive skills: what can be learned from multi-method designs? (2005)The assessment of metacogniti…Learning from text: A multidimensional and developmental perspective (2000)Learning from text: A multidi…Handbook of Self-Regulation (2000)Handbook of Self-RegulationMotivational and self-regulated learning components of classroom academic performance. (1990)Motivational and self-regulat…The teaching of learning strategies (1986)The teaching of learning stra…The Teaching of Learning Strategies. 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References

  • 1990Motivational and self-regulated learning components of classroom academic performance.8,318 cited
  • 2000Handbook of Self-Regulation4,438 cited
  • 2007Answering the Call for a Standard Reliability Measure for Coding Data4,219 cited
  • 2011Handbook of Self-Regulation of Learning and Performance2,125 cited
  • 2007A typology of mixed methods research designs1,736 cited
  • 1986The teaching of learning strategies1,544 cited
  • 1983The Teaching of Learning Strategies.1,165 cited
  • 2012Accuracy of teachers' judgments of students' academic achievement: A meta-analysis.702 cited
  • 2012Gender differences in academic self-efficacy: a meta-analysis686 cited
  • 2008The development of two observational tools for assessing metacognition and self-regulated learning in young children544 cited
  • 2000Learning from text: A multidimensional and developmental perspective462 cited
  • 2010Promotion of self-regulated learning in classrooms: investigating frequency, quality, and consequences for student performance373 cited
  • 2008A macro-level analysis of SRL processes and their relations to the acquisition of a sophisticated mental model of a complex system364 cited
  • 2011Alternative assessment of strategy use with self-report instruments: a discussion259 cited

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  • 2005The assessment of metacognitive skills: what can be learned from multi-method designs?210 cited
  • 2007Assessment of metacognitive skills by means of instruction to think aloud and reflect when prompted. Does the verbalisation method affect learning?198 cited
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