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Matching self-reports with electrodermal activity data: Investigating temporal changes in self-regulated learning
16 references·2 citing·44 second hop
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References

  • 2008Investigating Self-Regulation and Motivation: Historical Background, Methodological Developments, and Future Prospects3,732 cited
  • 2005Handbook of self-regulation: research, theory, and applications3,645 cited
  • 2004A Conceptual Framework for Assessing Motivation and Self-Regulated Learning in College Students3,261 cited
  • 2011Handbook of Self-Regulation of Learning and Performance2,125 cited
  • 2010Affect Detection: An Interdisciplinary Review of Models, Methods, and Their Applications1,892 cited
  • 2017Handbook of Self-Regulation of Learning and Performance1,820 cited
  • 2003Identifying the pitfalls for social interaction in computer-supported collaborative learning environments: a review of the research1,609 cited
  • 2009Active‐Constructive‐Interactive: A Conceptual Framework for Differentiating Learning Activities1,605 cited
  • 2007Links between behavioral regulation and preschoolers' literacy, vocabulary, and math skills.1,558 cited
  • 2009Motivation and Self-Regulated Learning: Theory, Research, and Applications1,435 cited
  • 2000Measuring Self-Regulated Learning1,383 cited
  • 2011Interactions of Metacognition With Motivation and Affect in Self-Regulated Learning: The MASRL Model1,208 cited
  • 2002Interest, learning, and the psychological processes that mediate their relationship.1,206 cited
  • 2013What makes a good student? How emotions, self-regulated learning, and motivation contribute to academic achievement.

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1,005 cited
  • 2003Regulation of Motivation: Evaluating an Underemphasized Aspect of Self-Regulated Learning975 cited
  • 2006The impact of kindergarten learning-related skills on academic trajectories at the end of elementary school761 cited
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    • 2022Advances and challenges in the detection of academic stress and anxiety in the classroom: A literature review and recommendations61 cited
    • 2019Are we together or not? The temporal interplay of monitoring, physiological arousal and physiological synchrony during a collaborative exam50 cited