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Cited by

• 2010Enhancing students’ self-regulation and mathematics performance: the influence of feedback and self-evaluative standards236 cited
• 2015Addressing complexities in self-regulated learning: a focus on contextual factors, contingencies, and dynamic relations199 cited
• 2000The role of task-avoidant and task-focused behaviors in the development of reading and mathematical skills during the first school year: A cross-lagged longitudinal study.190 cited
• 2008Metacognitive calibration—an extended conceptualization and potential applications185 cited
• 2007Innovative ways for using gStudy to orchestrate and research social aspects of self-regulated learning182 cited
• 2010Improving self-regulation, learning strategy use, and achievement with metacognitive feedback182 cited
• 2004An analysis of two models of reflection and their implications for educational development182 cited
• 2012What Teachers Think about Self-Regulated Learning: Investigating Teacher Beliefs and Teacher Behavior of Enhancing Students’ Self-Regulation164 cited
• 2004Examining Features of Tasks and Their Potential to Promote Self-Regulated Learning163 cited
• 2006Training Physical Education Students to Self-Regulate During Basketball Free Throw Practice159 cited
• 2013nStudy: Tracing and Supporting Self-Regulated Learning in the Internet153 cited
• 2001CoNoteS2: A Software Tool for Promoting Self-Regulation152 cited