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• W2003255131 abstract "Previous articleNext article No AccessSteps toward Promoting Cognitive AchievementsPhilip H. WinnePhilip H. Winne Search for more articles by this author PDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by The Elementary School Journal Volume 85, Number 5May, 1985 Article DOIhttps://doi.org/10.1086/461429 Views: 18Total views on this site Citations: 48Citations are reported from Crossref Copyright 1985 The University of ChicagoPDF download Crossref reports the following articles citing this article:Tingting Wang, Shan Li, Xiaoshan Huang, Zexuan Pan, Susanne P. Lajoie Examining students’ cognitive load in the context of self-regulated learning with an intelligent tutoring system, Education and Information Technologies 48 (Nov 2022).https://doi.org/10.1007/s10639-022-11357-1Aishah Bakhtiar, Allyson F. Hadwin Motivation From a Self-Regulated Learning Perspective: Application to School Psychology, Canadian Journal of School Psychology 37, no.11 (Oct 2021): 93–116.https://doi.org/10.1177/08295735211054699Stijn Van Laer, Jan Elen Adults’ Self-Regulatory Behaviour Profiles in Blended Learning Environments and Their Implications for Design, Technology, Knowledge and Learning 25, no.33 (Jan 2018): 509–539.https://doi.org/10.1007/s10758-017-9351-yDanial Hooshyar, Külli Kori, Margus Pedaste, Emanuele Bardone The potential of open learner models to promote active thinking by enhancing self‐regulated learning in online higher education learning environments, British Journal of Educational Technology 50, no.55 (May 2019): 2365–2386.https://doi.org/10.1111/bjet.12826Philip H. Winne Theorizing and researching levels of processing in self-regulated learning, British Journal of Educational Psychology 88, no.11 (Aug 2017): 9–20.https://doi.org/10.1111/bjep.12173Stijn Van Laer, Jan Elen In search of attributes that support self-regulation in blended learning environments, Education and Information Technologies 22, no.44 (May 2016): 1395–1454.https://doi.org/10.1007/s10639-016-9505-xNorma A. Juarez Collazo, Jan Elen, Geraldine Clarebout The multiple effects of combined tools in computer-based learning environments, Computers in Human Behavior 51 (Oct 2015): 82–95.https://doi.org/10.1016/j.chb.2015.04.050Adar Ben-Eliyahu, Matthew L. Bernacki Addressing complexities in self-regulated learning: a focus on contextual factors, contingencies, and dynamic relations, Metacognition and Learning 10, no.11 (Feb 2015): 1–13.https://doi.org/10.1007/s11409-015-9134-6Geraldine Clarebout, Jan Elen, Lai Jiang, Griet Lust, Norma A. Juarez Collazo Support Device Usage, (May 2013): 519–526.https://doi.org/10.1007/978-1-4614-3185-5_40N. A. Juarez Collazo, X. Wu, J. Elen, G. Clarebout Tool Use in Computer-Based Learning Environments: Adopting and Extending the Technology Acceptance Model, ISRN Education 2014 (Jan 2014): 1–11.https://doi.org/10.1155/2014/736931Geraldine Clarebout, Jan Elen The complexity of tool use in computer-based learning environments, Instructional Science 37, no.55 (Aug 2008): 475–486.https://doi.org/10.1007/s11251-008-9068-3Geraldine Clarebout, Jan Elen Benefits of inserting support devices in electronic learning environments, Computers in Human Behavior 25, no.44 (Jul 2009): 804–810.https://doi.org/10.1016/j.chb.2008.07.006Geraldine Clarebout, Jan Elen Tool use in open learning environments: In search of learner-related determinants, Learning Environments Research 11, no.22 (May 2008): 163–178.https://doi.org/10.1007/s10984-008-9039-2Frederick Kwaku Sarfo, Jan Elen The moderating effect of instructional conceptions on the effect of powerful learning environments, Instructional Science 36, no.22 (Apr 2007): 137–153.https://doi.org/10.1007/s11251-007-9023-8Geraldine Clarebout, Jan Elen Tool use in computer-based learning environments: towards a research framework, Computers in Human Behavior 22, no.33 (May 2006): 389–411.https://doi.org/10.1016/j.chb.2004.09.007David W. Brooks, Duane F. Shell Working Memory, Motivation, and Teacher-Initiated Learning, Journal of Science Education and Technology 15, no.11 (Mar 2006): 17–30.https://doi.org/10.1007/s10956-006-0353-0Helen Askell-Williams, Michael J. Lawson Students? knowledge about the value of discussions for teaching and learning, Social Psychology of Education 8, no.11 (Mar 2005): 83–115.https://doi.org/10.1007/s11218-004-5489-2Hersh C. Waxman, Yolanda N. Padrón The Uses of the Classroom Observation Schedule to Improve Classroom Instruction, (Jan 2004): 72–96.https://doi.org/10.1017/CBO9780511616419.004Philip H Winne, Dianne Jamieson-Noel Self-regulating studying by objectives for learning: Students’ reports compared to a model, Contemporary Educational Psychology 28, no.33 (Jul 2003): 259–276.https://doi.org/10.1016/S0361-476X(02)00041-3Dianne Jamieson-Noel, Philip H. Winne Comparing Self-Reports to Traces of Studying Behavior as Representations of Students' Studying and Achievement, Zeitschrift für Pädagogische Psychologie 17, no.3/43/4 (Jan 2003): 159–171.https://doi.org/10.1024//1010-0652.17.34.159Deborah L. Butler In Search of the Architect of Learning, Journal of Learning Disabilities 31, no.44 (Aug 2016): 374–385.https://doi.org/10.1177/002221949803100407Allyson Fiona Hadwin, Philip H. Winne Study Strategies Have Meager Support, The Journal of Higher Education 67, no.66 (Nov 2016): 692–715.https://doi.org/10.1080/00221546.1996.11774821J. Elen, J. Lowyck, K. Proost Design of Telematic Learning Environments: A Cognitive Mediational View∗, Educational Research and Evaluation 2, no.33 (Jul 2006): 213–230.https://doi.org/10.1080/1380361960020301Hersholt C. Waxman, Shwu-Yong L. Huang Differences by Level of Technology Use on Students' Motivation, Anxiety, and Classroom Learning Environment in Mathematics, Journal of Educational Technology Systems 25, no.11 (Sep 1996): 67–77.https://doi.org/10.2190/8HGJ-XRJV-3V9P-KQL5Linda B. Gambrell, Barbara Martin Palmer, Rose Marie Codling, Susan Anders Mazzoni Assessing Motivation to Read, The Reading Teacher 49, no.77 (Apr 1996): 518–533.https://doi.org/10.1598/RT.49.7.2Philip H. Winne A metacognitive view of individual differences in self-regulated learning, Learning and Individual Differences 8, no.44 (Jan 1996): 327–353.https://doi.org/10.1016/S1041-6080(96)90022-9Philip H. Winne Inherent details in self-regulated learning, Educational Psychologist 30, no.44 (Sep 1995): 173–187.https://doi.org/10.1207/s15326985ep3004_2Deborah L. Butler, Philip H. Winne Feedback and Self-Regulated Learning: A Theoretical Synthesis, Review of Educational Research 65, no.33 (Jun 2016): 245–281.https://doi.org/10.3102/00346543065003245Mary A. Mark, Jim E. Greer The VCR Tutor: Effective Instruction for Device Operation, Journal of the Learning Sciences 4, no.22 (Apr 1995): 209–246.https://doi.org/10.1207/s15327809jls0402_3Martin J. Packer, Philip H. Winne The place of cognition in explanations of teaching: A dialog of interpretive and cognitive approaches, Teaching and Teacher Education 11, no.11 (Jan 1995): 1–21.https://doi.org/10.1016/0742-051X(94)00016-YHersholt C. Waxman, Yolanda N. Padron Improving the Quality of Classroom Instruction for Students at Risk of Failure in Urban Schools, Peabody Journal of Education 70, no.22 (Nov 2009): 44–65.https://doi.org/10.1080/01619569509538822 Ronald W. Marx , Phyllis C. Blumenfeld , Joseph S. Krajcik , Merrie Blunk , Barbara Crawford , Beverly Kelly , and Karen M. Meyer Enacting Project-Based Science: Experiences of Four Middle Grade Teachers, The Elementary School Journal 94, no.55 (Oct 2015): 517–538.https://doi.org/10.1086/461781Che Kan Leong Towards an Applied Cognitive Science Perspective in Education, International Journal of Disability, Development and Education 40, no.11 (Jan 1993): 63–73.https://doi.org/10.1080/0156655930400105Stephanie L. Knight Relation Between Elementary Students' Perceptions of Teacher Behaviors and Reading Strategy, The Journal of Educational Research 85, no.66 (Jul 2010): 327–338.https://doi.org/10.1080/00220671.1992.9941135Marlene Jones Instructional Systems Need Instructional Theory: Comments on a Truism, (Jan 1992): 1–13.https://doi.org/10.1007/978-3-642-77750-9_1David McNamara Subject Knowledge and its Application: problems and possibilities for teacher educators, Journal of Education for Teaching 17, no.22 (Aug 2006): 113–128.https://doi.org/10.1080/0260747910170201Barbara Smey‐Richman At‐Risk, Low‐Achieving Students Characteristics and Instructional Implications, Equity & Excellence in Education 25, no.11 (Jan 1991): 25–29.https://doi.org/10.1080/1066568910250105Philip H. Winne Theories of Instruction and of Intelligence for Designing Artificially Intelligent Tutoring Systems, Educational Psychologist 24, no.33 (Jun 1989): 229–259.https://doi.org/10.1207/s15326985ep2403_2 N. L. Gage , and Margaret C. Needels Process-Product Research on Teaching: A Review of Criticisms, The Elementary School Journal 89, no.33 (Oct 2015): 253–300.https://doi.org/10.1086/461577Gerald G. Duffy, Laura R. Roehler Why Strategy Instruction Is So Difficult and What We Need to Do About It, (Jan 1989): 133–154.https://doi.org/10.1007/978-1-4613-8838-8_6Philip H. Winne A Framework for Developing Theories About Instructional Effectiveness, (Jan 1989): 85–125.https://doi.org/10.1007/978-1-4684-5748-3_6Kenneth Tobin, William Capie, Antonio Bettencourt Active teaching for higher cognitive learning in science, International Journal of Science Education 10, no.11 (Jan 1988): 17–27.https://doi.org/10.1080/0950069880100103Barry A. Fields Research on Teacher Effectiveness: Implications for Remedial Teachers, The Exceptional Child 34, no.22 (Jul 1987): 117–132.https://doi.org/10.1080/0156655870340205Mark G. Gillingham, Gary Glen Price Age Differences in Content-General Knowledge When Content-Specific Knowledge Is Equated, The Journal of Educational Research 80, no.55 (Jan 2015): 300–303.https://doi.org/10.1080/00220671.1987.10885771Kenneth Tobin The Role of Wait Time in Higher Cognitive Level Learning, Review of Educational Research 57, no.11 (Jun 2016): 69–95.https://doi.org/10.3102/00346543057001069Philip H. Winne Why process-product research cannot explain process-product findings and a proposed remedy: The cognitive mediational paradigm, Teaching and Teacher Education 3, no.44 (Jan 1987): 333–356.https://doi.org/10.1016/0742-051X(87)90025-4Gerald G. Duffy, Laura R. Roehler, Michael S. Meloth, Linda G. Vavrus Conceptualizing instructional explanation, Teaching and Teacher Education 2, no.33 (Jan 1986): 197–214.https://doi.org/10.1016/S0742-051X(86)80002-6Gilles Imbeau, Gilles Gauthier, Claude Frasson Wordtutor: An intelligent tutoring system for teaching word processing, (): 400–419.https://doi.org/10.1007/BFb0020895" @default.
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