Title: Measuring self-regulated learning and online learning events to predict student academic performance
Source document: Studia paedagogica. 2018, vol. 23, iss. 4, pp. [91]-118
Extent
[91]-118
-
ISSN1803-7437 (print)2336-4521 (online)
Persistent identifier (DOI): https://doi.org/10.5817/SP2018-4-5
Stable URL (handle): https://hdl.handle.net/11222.digilib/138820
Type: Article
Language
License: Not specified license
Notice: These citations are automatically created and might not follow citation rules properly.
Abstract(s)
The aim of this study is to identify whether the combination of self-reported data that measure self-regulated learning (SRL) and computer-assisted data that capture student engagement with an online learning environment could be used to predict student academic achievement. Personally engaged study strategies focused on deep-level learning, the process of taking control, and the evaluation of students' own learning characterize SRL. Diverse theories on how students benefit from SRL underline its positive impact on student academic outcomes. Similarly, there is no doubt that the future trend in education leans towards the integration of technolog y into teaching in order to exploit its full potential. To benefit from both approaches, a combination of self-reported data and detailed online learning events obtained from an online learning environment were investigated in relation to their ability to predict student academic achievement. A case study of 54 university students enrolled in a blended-learning course showed that of the tested SRL variables and observed learning activities, student interaction with auxiliary materials that were part of the course helped to predict academic outcomes. Despite the relatively low ability of the model to explain why some students were able to become successful learners, the presented results highlight the importance of analysing online learning events in computer-assisted teaching and learning.
References
[1] Arnseth, H. Ch., Erstad, O., Juhaňák, L., & Zounek, J. (2016). Pedagogika a nové výzvy výzkumu ICT: Role digitálních technologií v každodenním životě a učení mládeže [Pedagogy and new challenges in ICT research: On the role of digital technologies in everyday life and youth learning]. Studia paedagogica, 21(1), 87–110. | DOI 10.5817/SP2016-1-5
[2] Azevedo, R. (2005). Using hypermedia as a metacognitive tool for enhancing student learning? The role of self-regulated learning. Educational Psychologist, 40(4), 199–209. | DOI 10.1207/s15326985ep4004_2
[3] Azevedo, R., & Cromley, J. G. (2004). Does training on self-regulated learning facilitate students' learning with hypermedia? Journal of Educational Psychology, 96(3), 523–535. | DOI 10.1037/0022-0663.96.3.523
[4] Azevedo, R., Cromley, J. G., & Seibert, D. (2004). Does adaptive scaffolding facilitate students' ability to regulate their learning with hypermedia? Contemporary Educational Psychology, 29(3), 344–370. | DOI 10.1016/j.cedpsych.2003.09.002
[5] Azevedo, R., Johnson, A., Chauncey, A., & Graesser, A. (2011). Use of hypermedia to assess and convey self-regulated learning. In B. J. Zimmerman & D. H. Schunk (Eds.), Handbook of self-regulation of learning and performance (pp. 102–121). New York: Routledge.
[6] Bandura, A. (1991). Social cognitive theory of self-regulation. Organizational Behavior and Human Decision Processes, 50(2), 248–287. | DOI 10.1016/0749-5978(91)90022-L
[7] Bannert, M., Reimann, P., & Sonnenberg, Ch. (2014). Process mining techniques for analysing patterns and strategies in students' self-regulated learning. Metacognition and Learning, 9(2), 161–185. | DOI 10.1007/s11409-013-9107-6
[8] Barnard-Brak, L., Lan, W. Y., & Osland Paton, V. (2010). Profiles in self-regulated learning in the online learning environment. International Review of Research in Open and Distance Learning, 11(1), 61–80.
[9] Boekaerts, M. (1996). Self-regulated learning at the junction of cognition and motivation. European Psychologist, 1(2), 100–112. | DOI 10.1027/1016-9040.1.2.100
[10] Boekaerts, M. (1997). Self-regulated learning: A new concept embraced by researchers, policy makers, educators, teachers, and students. Learning and Instruction, 7(2), 161–186. | DOI 10.1016/S0959-4752(96)00015-1
[11] Boekaerts, M. (2002). Motivation to learn. Geneva: International Bureau of Education.
[12] Boekaerts, M., & Corno, L. (2005). Self-regulation in the classroom: A perspective on assessment and intervention. Applied Psychology: An International Review, 54(2), 199–231. | DOI 10.1111/j.1464-0597.2005.00205.x
[13] Bouchet, F., Harley, J. M., Trevors, G. J., & Azevedo, R. (2013). Clustering and profiling students according to their interactions with an intelligent tutoring system fostering self-regulated learning. Journal of Educational Data Mining, 5(1), 104–146.
[14] Broadbent, J., & Poon, W. L. (2015). Self-regulated learning strategies & academic achievement in online higher education learning environments: A systematic review. Internet and Higher Education, 27, 1–13. | DOI 10.1016/j.iheduc.2015.04.007
[15] Cazan, A. M. (2012). Self regulated learning strategies – Predictors of academic adjustment. Procedia – Social and Behavioral Sciences, 33, 104–108. | DOI 10.1016/j.sbspro.2012.01.092
[16] Dent, A. L., & Koenka, A. C. (2015). The relation between self-regulated learning and academic achievement across childhood and adolescence: A meta-analysis. Educational Psychology Review, 27(3), 1–50.
[17] Dent, A. L., & Koenka, A. C. (2016). The relation between self-regulated learning and academic achievement across childhood and adolescence: A meta-analysis. Educational Psychology Review, 28(3), 425–474. | DOI 10.1007/s10648-015-9320-8
[18] Edwards, R. L, Davis, S. K., Milford, T. M., & Hadwin, A. F. (2017). Using predictive analytics in a self-regulated learning university course to promote student success. In I. Molenaar, X. Ochoa, & S. Dawson (Eds.), Proceedings of the Seventh International Learning Analytics & Knowledge Conference (pp. 556–557). New York: ACM.
[19] Ellis, R. A., Han, F., & Pardo, A. P. (2017). Improving learning analytics – combining observational and self-reported data on student learning. Educational Technology & Society, 20(3), 158–169.
[20] Eysenck, M. W., Derakshan, N., Santos, R., & Calvo, M. G. (2007). Anxiety and cognitive performance: Attentional control theory. Emotion, 7(1), 336–353. | DOI 10.1037/1528-3542.7.2.336
[21] George, D., & Mallery, M. (2010). SPSS for Windows step by step: A simple guide and reference. Boston: Pearson.
[22] Greene, J. A., & Azevedo, R. (2007). Adolescents' use of self-regulatory processes and their relation to qualitative mental model shifts while using hypermedia. Journal of Educational Computing Research, 36(2), 125–148. | DOI 10.2190/G7M1-2734-3JRR-8033
[23] Greene, J. A., Moos, D. C., & Azevedo, R. (2011). Self-regulation of learning with computer-based learning environments. New Directions for Teaching and Learning, 126, 107–115. | DOI 10.1002/tl.449
[24] Greene, J. A., Muis, K. R., & Pieschl, S. (2010). The role of epistemic beliefs in students' self-regulated learning with computer-based learning environments: Conceptual and methodological issues. Educational Psychologist, 45(4), 245–257. | DOI 10.1080/00461520.2010.515932
[25] Gunther, Ch. W., & van der Aalst, W. M. P. (2007). Fuzzy Mining – adaptive process simplification based on multi-perspective metrics. In G. Alonso, P. Dadam, & M. Rosemann (Eds.), Business Process Management: Proceedings of the 5th International Conference, BPM 2007, Brisbane, Australia, September 24–28, 2007 (pp. 328–343). Berlin: Springer.
[26] Hadwin, A. F., Bakhtiar, A., & Miller, M. (2018). Challenges in online collaboration: Effects of scripting shared task perceptions. International Journal of Computer-Supported Collaborative Learning, 13(3), 1–29. | DOI 10.1007/s11412-018-9279-9
[27] Hadwin, A. F., Nesbit, J. C., Jamieson-Noel, D., Code, J., & Winne, P. H. (2007). Examining trace data to explore self-regulated learning. Metacognition Learning, 2(2–3), 107–124. | DOI 10.1007/s11409-007-9016-7
[28] Hadwin, A. F., Winne, P. H., Stockley, D. B., Nesbit, J. C., & Woszczyna, C. (2001). Context moderates students' self-reports about how they study. Journal of Educational Psychology, 93(3), 477–487. | DOI 10.1037/0022-0663.93.3.477
[29] Hrbáčková, K., Hladík, J., Vávrová, S., & Švec, V. (2011). Development of the Czech version of the questionnaire of self-regulated learning of students. The New Educational Review, 26(4), 33–44.
[30] Jakešová, J. (2012). Motivační aspekty autoregulace učení: Adaptace výzkumného nástroje [Motivational aspects of self-regulated learning: Adaptation of research tool]. In T. Janík & K. Pešková (Eds.), Školní vzdělávání: Podmínky, kurikulum, aktéři, procesy, výsledky [School education: Conditions, curriculum, actors, processes, results] (pp. 283–300). Brno: Masaryk University.
[31] Jakešová, J., & Hrbáčková, K. (2014). The Czech adaptation of Motivated Strategies for Learning Questionnaire (MSLQ). Asian Social Science, 10(12), 72–78. | DOI 10.5539/ass.v10n12p72
[32] Järvelä, S., Hadwin, A., Malmberg, J., & Miller, M. (2018). Contemporary perspectives of regulated learning in collaboration. In F. Fischer, C. E. Hmelo-Silver, S. R. Goldman, & P. Reimann (Eds.), International handbook of the learning sciences (pp. 127–136). New York: Routledge.
[33] Kaiser, H. F. (1960). The application of electronic computers to factor analysis. Educational and Psychological Measurement, 20(1), 141–151. | DOI 10.1177/001316446002000116
[34] Kizilcec, R. F., Perez-Sanagustín, M., & Maldonado, J. J. (2017). Self-regulated learning strategies predict learner behavior and goal attainment in Massive Open Online Courses. Computers & Education, 104, 18–33. | DOI 10.1016/j.compedu.2016.10.001
[35] Kupczynski, L., Gibson, A. M., Ice, P., Richardson, J., & Challoo, L. (2011). The impact of frequency on achievement in online courses: A study from a South Texas University. Journal of Interactive Online Learning, 10(3), 141–149.
[36] Liu, S. (2013). Supporting self-regulated learning with Moodle forums. In N. Rummel, M. Kapur, M. Nathan, & S. Pintambekar (Eds.), Computer supported collaborative learning, Conference Proceedings (pp. 303–304). Wisconsin: University of Wisconsin–Madison.
[37] MacGregor, S. K. (1999). Hypermedia navigation profiles: Cognitive characteristics and information processing strategies. Journal of Educational Computing Research, 20(2), 189–206. | DOI 10.2190/1MEC-C0W6-111H-YQ6A
[38] Maghfiroh, L., Subchan, W., & Iqbat, M. (2017). Problem based learning through Moodle for increasing self-regulated learning students (Goal setting and planning). The International Journal of Social Sciences and Humanities Investigation, 4(8), 3880–3887.
[39] Malmberg, J., Järvelä, S., & Järvenoja, H. (2017). Capturing temporal and sequential patterns of self-, co-, and socially shared regulation in the context of collaborative learning. Contemporary Educational Psychology, 49, 160–174. | DOI 10.1016/j.cedpsych.2017.01.009
[40] Malmberg, J., Järvenoja, H., & Järvelä, S. (2010). Tracing elementary school students' study tactic use in gStudy by examining a strategic and self-regulated learning. Computers in Human Behavior, 26(5), 1034–1042. | DOI 10.1016/j.chb.2010.03.004
[41] Malmberg, J., Järvenoja, H., & Järvelä, S. (2013). Patterns in elementary school students' strategic actions in varying learning situations. Instructional Science, 41(5), 933–954. | DOI 10.1007/s11251-012-9262-1
[42] Martinez-Maldonado, R., Hernández-Leo, D., Pardo, A., Suthers, D., Kitto, K., Charleer, S., … & Ogata, H. (2016). Cross-LAK: Learning analytics across physical and digital spaces. In S. Dawson, H. Drachsler, & C. P. Rosé (Eds.), Proceeding of the Sixth International Conference on Learning Analytics & Knowledge, LAK'16 (pp. 486–487). New York: ACM.
[43] Mihalca, L., Schnotz, W., & Mengelkamp, C. (2015). Self-regulation in computer-based learning environments: Effects of learner characteristics and instructional support. In W., Schnotz, A. Kauertz, H. Ludwig, A. Müller, & J. Pretsch (Eds.), Multidisciplinary research on teaching and learning (pp. 44–67). London: Palgrave Macmillan.
[44] Montalvo, F. T., & Torres, M. C. G. (2004). Self-regulated learning: Current and future directions. Electronic Journal of Research in Educational Psychology, 2(1), 1–34.
[45] Moos, D. C., & Azevedo, R. (2008). Self-regulated learning with hypermedia: The role of prior domain knowledge. Contemporary Educational Psychology, 33(2), 270–298. | DOI 10.1016/j.cedpsych.2007.03.001
[46] Nicol, D. (2009). Assessment for learning self-regulation: Enhancing achievement in the first year using learning technologies. Assessment & Evaluation in Higher Education, 34(3), 335–352. | DOI 10.1080/02602930802255139
[47] Núñez, J. C., Cerezo, R., Bernardo, A., Rosário, P., Valle, A., Fernández, E., & Suárez, N. (2011). Implementation of training programs in self-regulated learning strategies in Moodle format: Results of a experience in higher education. Psicothema, 23(2), 274–281.
[48] Olakanmi, E., Blake, C., & Scanlon, E. (2010). The role of self-regulated learning in enhancing conceptual understanding of rate of chemical reactions. In G. Dettori & D. Persico (Eds.), Enhancing fostering self-regulated learning through ICT (pp. 248–267). Hershey: IGI Global.
[49] Pardo, A. P., Ellis, R. A., & Calvo, R. A. (2015). Combining observational and experiential data to inform the redesign of learning activities. In G. Siemens, A. Merceron, & P. Blikstein (Eds.), Proceedings of the Fifth International Conference on Learning Analytics and Knowledge (pp. 305–309). New York: ACM Press.
[50] Pardo, A. P., Han, F., & Ellis, R. A. (2017). Combining university student self-regulated learning indicators and engagement with online learning events to predict academic performance. IEEE Transactions on Learning Technologies, 10(1), 82–92. | DOI 10.1109/TLT.2016.2639508
[51] Paris, S. G., & Byrnes, J. P. (1989). The constructivist approach to self-regulation and learning in the classroom. In B. J. Zimmerman & D. H. Schunk (Eds.), Self-regulated learning and academic achievement (pp. 169–200). New York: Springer.
[52] Peng, C. (2012). Self-regulated behavior of college students of science and their academic achievement. Physics Procedia, 33(1), 1446–1450. | DOI 10.1016/j.phpro.2012.05.236
[53] Pérez-Álvarez, R., Maldonado-Mahauad, J. J., Sapunar-Opazo, D., & Pérez-Sanagustín, M. (2017). NoteMyProgress: A tool to support learners' self-regulated learning strategies in MOOC environments. In É. Lavoué, H. Drachsler, K. Verbert, J. Broisin, & M. PérezSanagustín (Eds.), Data driven approaches in digital education (pp. 460–466). Cham: Springer.
[54] Perry, J. C., Fisher, A. L., Caemmerer, J. M., Keith, T. Z., & Poklar, A. E. (2015). The role of social support and coping skills in promoting self-regulated learning among urban youth. Youth & Society, 50(4), 551–570. | DOI 10.1177/0044118X15618313
[55] Pintrich, P. R. (2000). Role of goal orientation in self-regulated learning. In M. Boekarts, P. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 452–494). San Diego: Academic Press.
[56] Pintrich, P. R., & De Groot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82(1), 33–40. | DOI 10.1037/0022-0663.82.1.33
[57] Pintrich, P. R., Smith, D. A. F., García, T., & McKeachie, W. J. (1991). A manual for the use of the motivated strategies questionnaire (MSLQ). Ann Arbor: University of Michigan, National Center for Research to Improve Postsecondary Teaching and Learning.
[58] Pintrich, P. R., Smith, D. A., Garcia, T., & McKeachie, W. J. (1993). Reliability and predictive validity of the Motivated Strategies for Learning Questionnaire (MSLQ). Educational and Psychological Measurement, 53(3), 801–813. | DOI 10.1177/0013164493053003024
[59] Pintrich, P. R., & Zusho, A. (2007). Student motivation and self-regulated learning in the college classroom. In R. P. Perry & J. C. Smart (Eds.), The scholarship of teaching and learning in higher education: An evidence-based perspective (pp. 731–810). Dordrecht: Springer.
[60] Pituch, K. A., & Stevens, J. P. (2016). Applied multivariate statistics for the social sciences: Analyses with SAS and IBM's SPSS. New York: Routledge.
[61] ProM (Version 5.0) [Computer software]. (2008). Retrieved from http://www.processmining.org
[62] Purdie, N., & Hattie, J. (1996). Cultural differences in the use of strategies for self-regulated learning. American Educational Research Journal, 33(4), 845–871. | DOI 10.3102/00028312033004845
[63] Roberts, E. D., Tadlock, J., & Zumbrunn, S. (2011). Encouraging self-regulated learning in the classroom: A review of the literature. Metropolitan Educational Research Consortium (MERC), Virginia Commonwealth University. Retrieved from http://wp.vcu.edu/merc/wp-content/uploads/sites/3387/2013/11/Self-Regulated-Learning-2.pdf
[64] Roll, I., & Winne, P. H. (2015). Understanding, evaluating, and supporting self-regulated learning using learning analytics. Journal of Learning Analytics, 2(1), 7–12. | DOI 10.18608/jla.2015.21.2
[65] Schapiro, S. R., & Livingston, J. A. (2000). Dynamic self-regulation: The driving force behind academic achievement. Innovative Higher Education, 25(1), 23–35. | DOI 10.1023/A:1007532302043
[66] Schunk, D. H., & Ertmer, P. A. (1999). Self-regulatory processes during computer skill acquisition: Goal and self-evaluative influences. Journal of Educational Psychology, 91(2), 251–260. | DOI 10.1037/0022-0663.91.2.251
[67] Schunk, D. H., & Zimmerman, B. J. (2008). Motivation and self-regulated learning: Theory, research, and applications. Mahwah: Lawrence Erlbaum Associates Publishers.
[68] Singh, J. (2017). The ultimate Moodle guide. Retrieved from https://moodle.org/mod/data/view.php?d=55&rid=7693
[69] Stegers-Jager, K. M., Cohen-Schotanus, J., & Themmen, A. P. (2012). Motivation, learning strategies, participation and medical school performance. Medical Education, 46(7), 678–688. | DOI 10.1111/j.1365-2923.2012.04284.x
[70] Steinmayr, R., Crede, J., McElvany, N., & Wirthwein, L. (2016). Subjective well-being, test anxiety, academic achievement: Testing for reciprocal effects. Frontiers in Psychology, 6, 1–13. | DOI 10.3389/fpsyg.2015.01994
[71] Tabachnick, B. G., & Fidell, L. S. (2007). Using multivariate statistics. Boston: Pearson/Allyn & Bacon.
[72] Ting, K., & Chao, M. (2013). The application of self-regulated strategies to blended learning. English Language Teaching, 6(7), 26–32. | DOI 10.5539/elt.v6n7p26
[73] Usher, E. L., & Pajares, F. (2008). Sources of self-efficacy in school: Critical review of the literature and future directions. Review of Educational Research, 78(4), 751–796. | DOI 10.3102/0034654308321456
[74] Weinstein, C., Husman, J., & Dierking, R. (2000). Self-regulation interventions with a focus on learning strategies. In M. Boekarts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 728–744). Orlando: Academic Press.
[75] Whipp, J. L., & Chiarelli, S. (2004). Self-regulation in a web-based course: A case study. Educational Technology Research and Development, 52(4), 5–22. | DOI 10.1007/BF02504714
[76] Williams, J. E. (1991). Modeling test anxiety, self concept and high school students' academic achievement. Journal of Research & Development in Education, 25(1), 51–57.
[77] Winne, P. H. (2018). Theorizing and researching levels of processing in self-regulated learning. British Journal of Educational Psychology, 88(1), 9–20. | DOI 10.1111/bjep.12173
[78] Winne, P. H., & Baker R. S. J. D. (2013). The potentials of educational data mining for researching metacognition, motivation and self-regulated learning. Journal of Educational Data Mining, 5(1), 1–8.
[79] Winne, P. H., & Hadwin, A. F. (1998). Studying as self-regulated learning. In D. Hacker, J. Dunlosky, & A. Graesser (Eds.), Metacognition in educational theory and practice (pp. 277–304). Mahwah: Lawrence Erlbaum Associates.
[80] Winne, P. H., Nesbit, J., Kumar, V., Hadwin, A., Lajoie, S., Azevedo, R., & Perry, N. E. (2006). Supporting self-regulated learning with gStudy software: The learning kit project. Technology, Instruction, Cognition and Learning, 3(1), 105–113.
[81] Winne, P. H., Nesbit, J. C., & Popowich, F. (2017). nStudy: A system for researching information problem solving. Technology, Knowledge and Learning, 22(3), 369–376. | DOI 10.1007/s10758-017-9327-y
[82] Winters, F. I., Greene, J. A., & Costich, C. M. (2008). Self-regulation of learning within computer-based learning environments: A critical analysis. Educational Psychology Review, 20(4), 429–444. | DOI 10.1007/s10648-008-9080-9
[83] Wolters, C. A. (1999). The relation between high school students' motivational regulation and their use of learning strategies, effort, and classroom performance. Learning and Individual Differences, 11(3), 281–299. | DOI 10.1016/S1041-6080(99)80004-1
[84] Wolters, C. A., & Pintrich, P. R. (1998). Contextual differences in student motivation and self-regulated learning in mathematics, English, and social studies classrooms. Instructional Science, 26(1–2), 27–47. | DOI 10.1023/A:1003035929216
[85] Zheng, L. (2016). The effectiveness of self-regulated learning scaffolds on academic performance in computer-based learning environments: A meta-analysis. Asia Pacific Education Review, 17(2), 187–202. | DOI 10.1007/s12564-016-9426-9
[86] Zhou, M., & Winne, P. H. (2012). Modeling academic achievement by self-reported versus traced goal orientation. Learning and Instruction, 22(6), 413–419. | DOI 10.1016/j.learninstruc.2012.03.004
[87] Zimmerman, B. J. (1986). Becoming a self-regulated learner: Which are the key subprocesses? Contemporary Educational Psychology, 11(4), 307–313. | DOI 10.1016/0361-476X(86)90027-5
[88] Zimmerman, B. J. (1989). A social cognitive view of self-regulated academic learning. Journal of Educational Psychology, 81(3), 329–339. | DOI 10.1037/0022-0663.81.3.329
[89] Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory Into Practice, 41(2), 64–70. | DOI 10.1207/s15430421tip4102_2
[90] Zimmerman, B. J. (2008). Investigating self-regulation and motivation: Historical background, methodological developments, and future prospects. American Educational Research Journal, 45(1), 166–183. | DOI 10.3102/0002831207312909
[91] Zimmerman, B. J. (2010). Self-regulated learning and academic achievement: An overview. Educational Psychologist, 25(1), 3–17. | DOI 10.1207/s15326985ep2501_2
[92] Zimmerman, B. J., & Schunk, D. H. (2011). Motivational sources and outcomes of self-regulated learning and performance. In B. Zimmerman & D. Schunk (Eds.), Handbook of self-regulation of learning and performance (pp. 49–64). New York: Routledge.
[93] Zounek, J., & Tůma, F. (2014). Problematika ICT ve vzdělávání v českých pedagogických časopisech (1990–2012) [Issues related to ICT in education from the perspective of Czech educational journals (1990–2012)]. Studia paedagogica, 19(3), 65–87. | DOI 10.5817/SP2014-3-5
[94] Zusho, A. (2017). Toward an integrated model of student learning in the college classroom. Educational Psychology Review, 29(2), 301–324. | DOI 10.1007/s10648-017-9408-4
[2] Azevedo, R. (2005). Using hypermedia as a metacognitive tool for enhancing student learning? The role of self-regulated learning. Educational Psychologist, 40(4), 199–209. | DOI 10.1207/s15326985ep4004_2
[3] Azevedo, R., & Cromley, J. G. (2004). Does training on self-regulated learning facilitate students' learning with hypermedia? Journal of Educational Psychology, 96(3), 523–535. | DOI 10.1037/0022-0663.96.3.523
[4] Azevedo, R., Cromley, J. G., & Seibert, D. (2004). Does adaptive scaffolding facilitate students' ability to regulate their learning with hypermedia? Contemporary Educational Psychology, 29(3), 344–370. | DOI 10.1016/j.cedpsych.2003.09.002
[5] Azevedo, R., Johnson, A., Chauncey, A., & Graesser, A. (2011). Use of hypermedia to assess and convey self-regulated learning. In B. J. Zimmerman & D. H. Schunk (Eds.), Handbook of self-regulation of learning and performance (pp. 102–121). New York: Routledge.
[6] Bandura, A. (1991). Social cognitive theory of self-regulation. Organizational Behavior and Human Decision Processes, 50(2), 248–287. | DOI 10.1016/0749-5978(91)90022-L
[7] Bannert, M., Reimann, P., & Sonnenberg, Ch. (2014). Process mining techniques for analysing patterns and strategies in students' self-regulated learning. Metacognition and Learning, 9(2), 161–185. | DOI 10.1007/s11409-013-9107-6
[8] Barnard-Brak, L., Lan, W. Y., & Osland Paton, V. (2010). Profiles in self-regulated learning in the online learning environment. International Review of Research in Open and Distance Learning, 11(1), 61–80.
[9] Boekaerts, M. (1996). Self-regulated learning at the junction of cognition and motivation. European Psychologist, 1(2), 100–112. | DOI 10.1027/1016-9040.1.2.100
[10] Boekaerts, M. (1997). Self-regulated learning: A new concept embraced by researchers, policy makers, educators, teachers, and students. Learning and Instruction, 7(2), 161–186. | DOI 10.1016/S0959-4752(96)00015-1
[11] Boekaerts, M. (2002). Motivation to learn. Geneva: International Bureau of Education.
[12] Boekaerts, M., & Corno, L. (2005). Self-regulation in the classroom: A perspective on assessment and intervention. Applied Psychology: An International Review, 54(2), 199–231. | DOI 10.1111/j.1464-0597.2005.00205.x
[13] Bouchet, F., Harley, J. M., Trevors, G. J., & Azevedo, R. (2013). Clustering and profiling students according to their interactions with an intelligent tutoring system fostering self-regulated learning. Journal of Educational Data Mining, 5(1), 104–146.
[14] Broadbent, J., & Poon, W. L. (2015). Self-regulated learning strategies & academic achievement in online higher education learning environments: A systematic review. Internet and Higher Education, 27, 1–13. | DOI 10.1016/j.iheduc.2015.04.007
[15] Cazan, A. M. (2012). Self regulated learning strategies – Predictors of academic adjustment. Procedia – Social and Behavioral Sciences, 33, 104–108. | DOI 10.1016/j.sbspro.2012.01.092
[16] Dent, A. L., & Koenka, A. C. (2015). The relation between self-regulated learning and academic achievement across childhood and adolescence: A meta-analysis. Educational Psychology Review, 27(3), 1–50.
[17] Dent, A. L., & Koenka, A. C. (2016). The relation between self-regulated learning and academic achievement across childhood and adolescence: A meta-analysis. Educational Psychology Review, 28(3), 425–474. | DOI 10.1007/s10648-015-9320-8
[18] Edwards, R. L, Davis, S. K., Milford, T. M., & Hadwin, A. F. (2017). Using predictive analytics in a self-regulated learning university course to promote student success. In I. Molenaar, X. Ochoa, & S. Dawson (Eds.), Proceedings of the Seventh International Learning Analytics & Knowledge Conference (pp. 556–557). New York: ACM.
[19] Ellis, R. A., Han, F., & Pardo, A. P. (2017). Improving learning analytics – combining observational and self-reported data on student learning. Educational Technology & Society, 20(3), 158–169.
[20] Eysenck, M. W., Derakshan, N., Santos, R., & Calvo, M. G. (2007). Anxiety and cognitive performance: Attentional control theory. Emotion, 7(1), 336–353. | DOI 10.1037/1528-3542.7.2.336
[21] George, D., & Mallery, M. (2010). SPSS for Windows step by step: A simple guide and reference. Boston: Pearson.
[22] Greene, J. A., & Azevedo, R. (2007). Adolescents' use of self-regulatory processes and their relation to qualitative mental model shifts while using hypermedia. Journal of Educational Computing Research, 36(2), 125–148. | DOI 10.2190/G7M1-2734-3JRR-8033
[23] Greene, J. A., Moos, D. C., & Azevedo, R. (2011). Self-regulation of learning with computer-based learning environments. New Directions for Teaching and Learning, 126, 107–115. | DOI 10.1002/tl.449
[24] Greene, J. A., Muis, K. R., & Pieschl, S. (2010). The role of epistemic beliefs in students' self-regulated learning with computer-based learning environments: Conceptual and methodological issues. Educational Psychologist, 45(4), 245–257. | DOI 10.1080/00461520.2010.515932
[25] Gunther, Ch. W., & van der Aalst, W. M. P. (2007). Fuzzy Mining – adaptive process simplification based on multi-perspective metrics. In G. Alonso, P. Dadam, & M. Rosemann (Eds.), Business Process Management: Proceedings of the 5th International Conference, BPM 2007, Brisbane, Australia, September 24–28, 2007 (pp. 328–343). Berlin: Springer.
[26] Hadwin, A. F., Bakhtiar, A., & Miller, M. (2018). Challenges in online collaboration: Effects of scripting shared task perceptions. International Journal of Computer-Supported Collaborative Learning, 13(3), 1–29. | DOI 10.1007/s11412-018-9279-9
[27] Hadwin, A. F., Nesbit, J. C., Jamieson-Noel, D., Code, J., & Winne, P. H. (2007). Examining trace data to explore self-regulated learning. Metacognition Learning, 2(2–3), 107–124. | DOI 10.1007/s11409-007-9016-7
[28] Hadwin, A. F., Winne, P. H., Stockley, D. B., Nesbit, J. C., & Woszczyna, C. (2001). Context moderates students' self-reports about how they study. Journal of Educational Psychology, 93(3), 477–487. | DOI 10.1037/0022-0663.93.3.477
[29] Hrbáčková, K., Hladík, J., Vávrová, S., & Švec, V. (2011). Development of the Czech version of the questionnaire of self-regulated learning of students. The New Educational Review, 26(4), 33–44.
[30] Jakešová, J. (2012). Motivační aspekty autoregulace učení: Adaptace výzkumného nástroje [Motivational aspects of self-regulated learning: Adaptation of research tool]. In T. Janík & K. Pešková (Eds.), Školní vzdělávání: Podmínky, kurikulum, aktéři, procesy, výsledky [School education: Conditions, curriculum, actors, processes, results] (pp. 283–300). Brno: Masaryk University.
[31] Jakešová, J., & Hrbáčková, K. (2014). The Czech adaptation of Motivated Strategies for Learning Questionnaire (MSLQ). Asian Social Science, 10(12), 72–78. | DOI 10.5539/ass.v10n12p72
[32] Järvelä, S., Hadwin, A., Malmberg, J., & Miller, M. (2018). Contemporary perspectives of regulated learning in collaboration. In F. Fischer, C. E. Hmelo-Silver, S. R. Goldman, & P. Reimann (Eds.), International handbook of the learning sciences (pp. 127–136). New York: Routledge.
[33] Kaiser, H. F. (1960). The application of electronic computers to factor analysis. Educational and Psychological Measurement, 20(1), 141–151. | DOI 10.1177/001316446002000116
[34] Kizilcec, R. F., Perez-Sanagustín, M., & Maldonado, J. J. (2017). Self-regulated learning strategies predict learner behavior and goal attainment in Massive Open Online Courses. Computers & Education, 104, 18–33. | DOI 10.1016/j.compedu.2016.10.001
[35] Kupczynski, L., Gibson, A. M., Ice, P., Richardson, J., & Challoo, L. (2011). The impact of frequency on achievement in online courses: A study from a South Texas University. Journal of Interactive Online Learning, 10(3), 141–149.
[36] Liu, S. (2013). Supporting self-regulated learning with Moodle forums. In N. Rummel, M. Kapur, M. Nathan, & S. Pintambekar (Eds.), Computer supported collaborative learning, Conference Proceedings (pp. 303–304). Wisconsin: University of Wisconsin–Madison.
[37] MacGregor, S. K. (1999). Hypermedia navigation profiles: Cognitive characteristics and information processing strategies. Journal of Educational Computing Research, 20(2), 189–206. | DOI 10.2190/1MEC-C0W6-111H-YQ6A
[38] Maghfiroh, L., Subchan, W., & Iqbat, M. (2017). Problem based learning through Moodle for increasing self-regulated learning students (Goal setting and planning). The International Journal of Social Sciences and Humanities Investigation, 4(8), 3880–3887.
[39] Malmberg, J., Järvelä, S., & Järvenoja, H. (2017). Capturing temporal and sequential patterns of self-, co-, and socially shared regulation in the context of collaborative learning. Contemporary Educational Psychology, 49, 160–174. | DOI 10.1016/j.cedpsych.2017.01.009
[40] Malmberg, J., Järvenoja, H., & Järvelä, S. (2010). Tracing elementary school students' study tactic use in gStudy by examining a strategic and self-regulated learning. Computers in Human Behavior, 26(5), 1034–1042. | DOI 10.1016/j.chb.2010.03.004
[41] Malmberg, J., Järvenoja, H., & Järvelä, S. (2013). Patterns in elementary school students' strategic actions in varying learning situations. Instructional Science, 41(5), 933–954. | DOI 10.1007/s11251-012-9262-1
[42] Martinez-Maldonado, R., Hernández-Leo, D., Pardo, A., Suthers, D., Kitto, K., Charleer, S., … & Ogata, H. (2016). Cross-LAK: Learning analytics across physical and digital spaces. In S. Dawson, H. Drachsler, & C. P. Rosé (Eds.), Proceeding of the Sixth International Conference on Learning Analytics & Knowledge, LAK'16 (pp. 486–487). New York: ACM.
[43] Mihalca, L., Schnotz, W., & Mengelkamp, C. (2015). Self-regulation in computer-based learning environments: Effects of learner characteristics and instructional support. In W., Schnotz, A. Kauertz, H. Ludwig, A. Müller, & J. Pretsch (Eds.), Multidisciplinary research on teaching and learning (pp. 44–67). London: Palgrave Macmillan.
[44] Montalvo, F. T., & Torres, M. C. G. (2004). Self-regulated learning: Current and future directions. Electronic Journal of Research in Educational Psychology, 2(1), 1–34.
[45] Moos, D. C., & Azevedo, R. (2008). Self-regulated learning with hypermedia: The role of prior domain knowledge. Contemporary Educational Psychology, 33(2), 270–298. | DOI 10.1016/j.cedpsych.2007.03.001
[46] Nicol, D. (2009). Assessment for learning self-regulation: Enhancing achievement in the first year using learning technologies. Assessment & Evaluation in Higher Education, 34(3), 335–352. | DOI 10.1080/02602930802255139
[47] Núñez, J. C., Cerezo, R., Bernardo, A., Rosário, P., Valle, A., Fernández, E., & Suárez, N. (2011). Implementation of training programs in self-regulated learning strategies in Moodle format: Results of a experience in higher education. Psicothema, 23(2), 274–281.
[48] Olakanmi, E., Blake, C., & Scanlon, E. (2010). The role of self-regulated learning in enhancing conceptual understanding of rate of chemical reactions. In G. Dettori & D. Persico (Eds.), Enhancing fostering self-regulated learning through ICT (pp. 248–267). Hershey: IGI Global.
[49] Pardo, A. P., Ellis, R. A., & Calvo, R. A. (2015). Combining observational and experiential data to inform the redesign of learning activities. In G. Siemens, A. Merceron, & P. Blikstein (Eds.), Proceedings of the Fifth International Conference on Learning Analytics and Knowledge (pp. 305–309). New York: ACM Press.
[50] Pardo, A. P., Han, F., & Ellis, R. A. (2017). Combining university student self-regulated learning indicators and engagement with online learning events to predict academic performance. IEEE Transactions on Learning Technologies, 10(1), 82–92. | DOI 10.1109/TLT.2016.2639508
[51] Paris, S. G., & Byrnes, J. P. (1989). The constructivist approach to self-regulation and learning in the classroom. In B. J. Zimmerman & D. H. Schunk (Eds.), Self-regulated learning and academic achievement (pp. 169–200). New York: Springer.
[52] Peng, C. (2012). Self-regulated behavior of college students of science and their academic achievement. Physics Procedia, 33(1), 1446–1450. | DOI 10.1016/j.phpro.2012.05.236
[53] Pérez-Álvarez, R., Maldonado-Mahauad, J. J., Sapunar-Opazo, D., & Pérez-Sanagustín, M. (2017). NoteMyProgress: A tool to support learners' self-regulated learning strategies in MOOC environments. In É. Lavoué, H. Drachsler, K. Verbert, J. Broisin, & M. PérezSanagustín (Eds.), Data driven approaches in digital education (pp. 460–466). Cham: Springer.
[54] Perry, J. C., Fisher, A. L., Caemmerer, J. M., Keith, T. Z., & Poklar, A. E. (2015). The role of social support and coping skills in promoting self-regulated learning among urban youth. Youth & Society, 50(4), 551–570. | DOI 10.1177/0044118X15618313
[55] Pintrich, P. R. (2000). Role of goal orientation in self-regulated learning. In M. Boekarts, P. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 452–494). San Diego: Academic Press.
[56] Pintrich, P. R., & De Groot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82(1), 33–40. | DOI 10.1037/0022-0663.82.1.33
[57] Pintrich, P. R., Smith, D. A. F., García, T., & McKeachie, W. J. (1991). A manual for the use of the motivated strategies questionnaire (MSLQ). Ann Arbor: University of Michigan, National Center for Research to Improve Postsecondary Teaching and Learning.
[58] Pintrich, P. R., Smith, D. A., Garcia, T., & McKeachie, W. J. (1993). Reliability and predictive validity of the Motivated Strategies for Learning Questionnaire (MSLQ). Educational and Psychological Measurement, 53(3), 801–813. | DOI 10.1177/0013164493053003024
[59] Pintrich, P. R., & Zusho, A. (2007). Student motivation and self-regulated learning in the college classroom. In R. P. Perry & J. C. Smart (Eds.), The scholarship of teaching and learning in higher education: An evidence-based perspective (pp. 731–810). Dordrecht: Springer.
[60] Pituch, K. A., & Stevens, J. P. (2016). Applied multivariate statistics for the social sciences: Analyses with SAS and IBM's SPSS. New York: Routledge.
[61] ProM (Version 5.0) [Computer software]. (2008). Retrieved from http://www.processmining.org
[62] Purdie, N., & Hattie, J. (1996). Cultural differences in the use of strategies for self-regulated learning. American Educational Research Journal, 33(4), 845–871. | DOI 10.3102/00028312033004845
[63] Roberts, E. D., Tadlock, J., & Zumbrunn, S. (2011). Encouraging self-regulated learning in the classroom: A review of the literature. Metropolitan Educational Research Consortium (MERC), Virginia Commonwealth University. Retrieved from http://wp.vcu.edu/merc/wp-content/uploads/sites/3387/2013/11/Self-Regulated-Learning-2.pdf
[64] Roll, I., & Winne, P. H. (2015). Understanding, evaluating, and supporting self-regulated learning using learning analytics. Journal of Learning Analytics, 2(1), 7–12. | DOI 10.18608/jla.2015.21.2
[65] Schapiro, S. R., & Livingston, J. A. (2000). Dynamic self-regulation: The driving force behind academic achievement. Innovative Higher Education, 25(1), 23–35. | DOI 10.1023/A:1007532302043
[66] Schunk, D. H., & Ertmer, P. A. (1999). Self-regulatory processes during computer skill acquisition: Goal and self-evaluative influences. Journal of Educational Psychology, 91(2), 251–260. | DOI 10.1037/0022-0663.91.2.251
[67] Schunk, D. H., & Zimmerman, B. J. (2008). Motivation and self-regulated learning: Theory, research, and applications. Mahwah: Lawrence Erlbaum Associates Publishers.
[68] Singh, J. (2017). The ultimate Moodle guide. Retrieved from https://moodle.org/mod/data/view.php?d=55&rid=7693
[69] Stegers-Jager, K. M., Cohen-Schotanus, J., & Themmen, A. P. (2012). Motivation, learning strategies, participation and medical school performance. Medical Education, 46(7), 678–688. | DOI 10.1111/j.1365-2923.2012.04284.x
[70] Steinmayr, R., Crede, J., McElvany, N., & Wirthwein, L. (2016). Subjective well-being, test anxiety, academic achievement: Testing for reciprocal effects. Frontiers in Psychology, 6, 1–13. | DOI 10.3389/fpsyg.2015.01994
[71] Tabachnick, B. G., & Fidell, L. S. (2007). Using multivariate statistics. Boston: Pearson/Allyn & Bacon.
[72] Ting, K., & Chao, M. (2013). The application of self-regulated strategies to blended learning. English Language Teaching, 6(7), 26–32. | DOI 10.5539/elt.v6n7p26
[73] Usher, E. L., & Pajares, F. (2008). Sources of self-efficacy in school: Critical review of the literature and future directions. Review of Educational Research, 78(4), 751–796. | DOI 10.3102/0034654308321456
[74] Weinstein, C., Husman, J., & Dierking, R. (2000). Self-regulation interventions with a focus on learning strategies. In M. Boekarts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 728–744). Orlando: Academic Press.
[75] Whipp, J. L., & Chiarelli, S. (2004). Self-regulation in a web-based course: A case study. Educational Technology Research and Development, 52(4), 5–22. | DOI 10.1007/BF02504714
[76] Williams, J. E. (1991). Modeling test anxiety, self concept and high school students' academic achievement. Journal of Research & Development in Education, 25(1), 51–57.
[77] Winne, P. H. (2018). Theorizing and researching levels of processing in self-regulated learning. British Journal of Educational Psychology, 88(1), 9–20. | DOI 10.1111/bjep.12173
[78] Winne, P. H., & Baker R. S. J. D. (2013). The potentials of educational data mining for researching metacognition, motivation and self-regulated learning. Journal of Educational Data Mining, 5(1), 1–8.
[79] Winne, P. H., & Hadwin, A. F. (1998). Studying as self-regulated learning. In D. Hacker, J. Dunlosky, & A. Graesser (Eds.), Metacognition in educational theory and practice (pp. 277–304). Mahwah: Lawrence Erlbaum Associates.
[80] Winne, P. H., Nesbit, J., Kumar, V., Hadwin, A., Lajoie, S., Azevedo, R., & Perry, N. E. (2006). Supporting self-regulated learning with gStudy software: The learning kit project. Technology, Instruction, Cognition and Learning, 3(1), 105–113.
[81] Winne, P. H., Nesbit, J. C., & Popowich, F. (2017). nStudy: A system for researching information problem solving. Technology, Knowledge and Learning, 22(3), 369–376. | DOI 10.1007/s10758-017-9327-y
[82] Winters, F. I., Greene, J. A., & Costich, C. M. (2008). Self-regulation of learning within computer-based learning environments: A critical analysis. Educational Psychology Review, 20(4), 429–444. | DOI 10.1007/s10648-008-9080-9
[83] Wolters, C. A. (1999). The relation between high school students' motivational regulation and their use of learning strategies, effort, and classroom performance. Learning and Individual Differences, 11(3), 281–299. | DOI 10.1016/S1041-6080(99)80004-1
[84] Wolters, C. A., & Pintrich, P. R. (1998). Contextual differences in student motivation and self-regulated learning in mathematics, English, and social studies classrooms. Instructional Science, 26(1–2), 27–47. | DOI 10.1023/A:1003035929216
[85] Zheng, L. (2016). The effectiveness of self-regulated learning scaffolds on academic performance in computer-based learning environments: A meta-analysis. Asia Pacific Education Review, 17(2), 187–202. | DOI 10.1007/s12564-016-9426-9
[86] Zhou, M., & Winne, P. H. (2012). Modeling academic achievement by self-reported versus traced goal orientation. Learning and Instruction, 22(6), 413–419. | DOI 10.1016/j.learninstruc.2012.03.004
[87] Zimmerman, B. J. (1986). Becoming a self-regulated learner: Which are the key subprocesses? Contemporary Educational Psychology, 11(4), 307–313. | DOI 10.1016/0361-476X(86)90027-5
[88] Zimmerman, B. J. (1989). A social cognitive view of self-regulated academic learning. Journal of Educational Psychology, 81(3), 329–339. | DOI 10.1037/0022-0663.81.3.329
[89] Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory Into Practice, 41(2), 64–70. | DOI 10.1207/s15430421tip4102_2
[90] Zimmerman, B. J. (2008). Investigating self-regulation and motivation: Historical background, methodological developments, and future prospects. American Educational Research Journal, 45(1), 166–183. | DOI 10.3102/0002831207312909
[91] Zimmerman, B. J. (2010). Self-regulated learning and academic achievement: An overview. Educational Psychologist, 25(1), 3–17. | DOI 10.1207/s15326985ep2501_2
[92] Zimmerman, B. J., & Schunk, D. H. (2011). Motivational sources and outcomes of self-regulated learning and performance. In B. Zimmerman & D. Schunk (Eds.), Handbook of self-regulation of learning and performance (pp. 49–64). New York: Routledge.
[93] Zounek, J., & Tůma, F. (2014). Problematika ICT ve vzdělávání v českých pedagogických časopisech (1990–2012) [Issues related to ICT in education from the perspective of Czech educational journals (1990–2012)]. Studia paedagogica, 19(3), 65–87. | DOI 10.5817/SP2014-3-5
[94] Zusho, A. (2017). Toward an integrated model of student learning in the college classroom. Educational Psychology Review, 29(2), 301–324. | DOI 10.1007/s10648-017-9408-4