A framework for evaluating and enhancing alignment in self-regulated learning research
Publication
, Journal Article
Dent, AL; Hoyle, RH
Published in: Metacognition and Learning
April 1, 2015
We discuss the articles of this special issue with reference to an important yet previously only implicit dimension of study quality: alignment across the theoretical and methodological decisions that collectively define an approach to self-regulated learning. Integrating and extending work by leaders in the field, we propose a framework for evaluating alignment in the way self-regulated learning research is both conducted and reported. Within this framework, the special issue articles provide a springboard for discussing methodological considerations of increasingly sophisticated research on the dynamic, contingent, and contextualized features of self-regulated learning.
Duke Scholars
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Published In
Metacognition and Learning
DOI
EISSN
1556-1631
ISSN
1556-1623
Publication Date
April 1, 2015
Volume
10
Issue
1
Start / End Page
165 / 179
Related Subject Headings
- Education
- 52 Psychology
- 1701 Psychology
- 1503 Business and Management
Citation
APA
Chicago
ICMJE
MLA
NLM
Dent, A. L., & Hoyle, R. H. (2015). A framework for evaluating and enhancing alignment in self-regulated learning research. Metacognition and Learning, 10(1), 165–179. https://doi.org/10.1007/s11409-015-9136-4
Dent, A. L., and R. H. Hoyle. “A framework for evaluating and enhancing alignment in self-regulated learning research.” Metacognition and Learning 10, no. 1 (April 1, 2015): 165–79. https://doi.org/10.1007/s11409-015-9136-4.
Dent AL, Hoyle RH. A framework for evaluating and enhancing alignment in self-regulated learning research. Metacognition and Learning. 2015 Apr 1;10(1):165–79.
Dent, A. L., and R. H. Hoyle. “A framework for evaluating and enhancing alignment in self-regulated learning research.” Metacognition and Learning, vol. 10, no. 1, Apr. 2015, pp. 165–79. Scopus, doi:10.1007/s11409-015-9136-4.
Dent AL, Hoyle RH. A framework for evaluating and enhancing alignment in self-regulated learning research. Metacognition and Learning. 2015 Apr 1;10(1):165–179.
Published In
Metacognition and Learning
DOI
EISSN
1556-1631
ISSN
1556-1623
Publication Date
April 1, 2015
Volume
10
Issue
1
Start / End Page
165 / 179
Related Subject Headings
- Education
- 52 Psychology
- 1701 Psychology
- 1503 Business and Management