Emerging trends in research on Self-Regulated Learning and Implications for Education: An Introduction To The Special Issue

• Ariel, Robert, John Dunlosky, and Heather Bailey. 2009. Agenda-based regulation of study-time allocation: When agendas override item-based monitoring. Journal of Experimental Psychology: General 138: 432–47. [CrossRef]
• Babineau, Addison L., Amber E. Witherby, Robert Ariel, Michael A. Pelch, and Sarah K. Tauber. 2022. Do domain knowledge and retrieval practice predict students’ study order decisions? Journal of Intelligence 10: 122. [CrossRef]
• Carpenter, Shana K., Amber E. Witherby, and Sarah K. Tauber. 2020. On students’ (mis)judgments of learning and teaching effectiveness.
• Journal of Applied Research in Memory and Cognition 9: 137–51. [CrossRef]
• Dunlosky, John, and Katherine A. Rawson. 2012. Overconfidence produces underachievement: Inaccurate self-evaluations undermine students’ learning and retention. Learning and Instruction 22: 271–80. [CrossRef]
• Dunlosky, John, and Robert Ariel. 2011. Self-regulated learning and the allocation of study time. In Psychology of Learning and Motivation.
• Edited by Brian H. Ross. Cambridge, MA: Academic Press, vol. 54, pp. 103–40.
• Dunlosky, John, and Sarah K. Tauber. 2014. Understanding people’s metacognitive judgments: An isomechanism framework and its implications for applied and theoretical research. In Handbook of Applied Memory. Edited by Timothy Perfect and Stephen Lindsay. Thousand Oaks: Sage, pp. 444–64.
• Dunlosky, John, and Sarah Uma K. Tauber, eds. 2016. The Oxford Handbook of Metamemory. New York: Oxford University Press.
• Finn, Bridgid, and Sarah K. Tauber. 2015. When confidence is not a signal of knowing: How students experiences and beliefs about processing fluency can lead to miscalibrated confidence. Educational Psychology Review 27: 567–86. [CrossRef]
• Hughes, Gregory Isaac, and Ayanna Kim Thomas. 2022. When memory and metamemory align: How processes at encoding influence delayed judgment-of-learning accuracy. Journal of Intelligence 10: 101. [CrossRef]
• Macaluso, Jessica A., Ramya R. Beuford, and Scott H. Fraundorf. 2022. Familiar strategies feel fluent: The role of study strategy familiarity in the misinterpreted-effort model of self-regulated learning. Journal of Intelligence 10: 83. [CrossRef]
• Metcalfe, Janet, and Bridgid Finn. 2008. Evidence that judgments of learning are causally related to study choice. Psychonomic Bulletin and Review 15: 174–79. [CrossRef]
• Morisano, Dominique, Jacob B. Hirsh, Jordan B. Peterson, Robert O. Pihl, and Bruce M. Shore. 2010. Setting, elaborating, and reflecting on personal goals improves academic learning. Journal of Applied Psychology 95: 255–64. [CrossRef]
• Rea, Stephany Duany, Lisi Wang, Katherine Muenks, and Veronica X. Yan. 2022. Students can (mostly) recognize effective learning, so why do they not do it? Journal of Intelligence 10: 127.
• Thiede, Keith W., Mary Anderson, and David Therriault. 2003. Accuracy of metacognitive monitoring affects learning of texts. Journal of Educational Psychology 95: 66–73.
• Winne, Philip H., and Allyson F. Hadwin. 1998. Studying as self-regulated learning. In Metacognition in Educational Theory and Practice.
• Edited by Douglas J. Hacker, John Dunlosky and Arthur C. Graesser. Hillsdale: LEA, pp. 277–304.
• Zepeda, Cristina D., and Timothy J. Nokes-Malach. 2023. Assessing metacognitive regulation during problem solving: A comparison of three measures. Journal of Intelligence 11: 16. [PubMed]
• Zimmerman, Barry J., and Dale H. Schunk. 2001. Reflections on theories of self-regulated learning and academic achievement. In Self-REGULATED Learning and Academic Achievement: Theoretical Perpectives. Edited by Barry J. Zimmermann and Dale H. Schunk. Mahwah: NH Erlbaum, pp. 289–308.