| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
An Interactive Layers Model of Self-Regulated Learning and Cognitive Load
|
Wirth, Joachim
|
|
|
32 |
4 |
p. 1127-1149
|
artikel
|
| 2 |
Building Bridges Between Self-Regulation and Cognitive Load—an Invitation for a Broad and Differentiated Attempt
|
Seufert, Tina
|
|
|
32 |
4 |
p. 1151-1162
|
artikel
|
| 3 |
Looking at Mental Effort Appraisals through a Metacognitive Lens: Are they Biased?
|
Scheiter, Katharina
|
|
|
32 |
4 |
p. 1003-1027
|
artikel
|
| 4 |
Mapping and Drawing to Improve Students’ and Teachers’ Monitoring and Regulation of Students’ Learning from Text: Current Findings and Future Directions
|
van de Pol, Janneke
|
|
|
32 |
4 |
p. 951-977
|
artikel
|
| 5 |
Self-management as a Bridge Between Cognitive Load and Self-regulated Learning: the Illustrative Case of Seductive Details
|
Eitel, Alexander
|
|
|
32 |
4 |
p. 1073-1087
|
artikel
|
| 6 |
Students’ Use of Retrieval in Self-Regulated Learning: Implications for Monitoring and Regulating Effortful Learning Experiences
|
Carpenter, Shana K.
|
|
|
32 |
4 |
p. 1029-1054
|
artikel
|
| 7 |
Synthesizing Cognitive Load and Self-regulation Theory: a Theoretical Framework and Research Agenda
|
de Bruin, Anique B. H.
|
|
|
32 |
4 |
p. 903-915
|
artikel
|
| 8 |
The Relation Between Students’ Effort and Monitoring Judgments During Learning: A Meta-analysis
|
Baars, Martine
|
|
|
32 |
4 |
p. 979-1002
|
artikel
|
| 9 |
The Role of Effort in Understanding Educational Achievement: Objective Effort as an Explanatory Construct Versus Effort as a Student Perception
|
Dunlosky, John
|
|
|
32 |
4 |
p. 1163-1175
|
artikel
|
| 10 |
The Role of Mental Effort in Fostering Self-Regulated Learning with Problem-Solving Tasks
|
van Gog, Tamara
|
|
|
32 |
4 |
p. 1055-1072
|
artikel
|
| 11 |
The Self-Regulation-View in Writing-to-Learn: Using Journal Writing to Optimize Cognitive Load in Self-Regulated Learning
|
Nückles, Matthias
|
|
|
32 |
4 |
p. 1089-1126
|
artikel
|
| 12 |
To What Extent Do Situation-Model-Approach Interventions Improve Relative Metacomprehension Accuracy? Meta-Analytic Insights
|
Prinz, Anja
|
|
|
32 |
4 |
p. 917-949
|
artikel
|
Tijdschrift beschrijving