Chen, Y. H., & Jang, S. J. (2018). Exploring the relationship between self-regulation and TPACK of Taiwanese secondary in-service teachers. Journal of Educational Computing Research, 57(4), 978–1002. https://doi.org/10.1177/0735633118769442 Abstract: “Although self-regulation (SR) has been regarded as an important factor of teachers’ learning and professional development, its relationship with teachers’ knowledge for…
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Reyna, J., Hanham, J., Vlachopoulos, P., & Meier, P. (2020). Using factor analysis to validate a questionnaire to explore self-regulation in learner-generated digital media (LGDM) assignments in science education. Australasian Journal of Educational Technology, 35(5), 128–152. https://doi.org/10.14742/ajet.4514 Abstract: “This research is a validation study of a survey instrument to assess student self-regulation which…
Comments closedHuang, L., Li, S., Poitras, E. G., & Lajoie, S. P. (2021). Latent profiles of self‐regulated learning and their impacts on teachers’ technology integration. British Journal of Educational Technology, 52(2), 695–713. https://doi.org/10.1111/bjet.13050 Abstract: “Past research shows that both teachers’ technological pedagogical content knowledge (TPACK) and their engagement in metacognitive activities are essential…
Comments closedHuang, L., & Lajoie, S. P. (2021). Process analysis of teachers’ self-regulated learning patterns in technological pedagogical content knowledge development. Computers & Education, 166(104169). https://doi.org/10.1016/j.compedu.2021.104169 Abstract: “Self-regulated learning (SRL) has a predictable and instrumental effect on learning complicated knowledge. This study investigates the role of SRL in acquiring technological pedagogical content knowledge…
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