Acceso usuarios
The intersection between depth and the regulation of strategy use
Daniel L Dinsmore, Luke K. Fryer
págs. 1-8
págs. 9-20
Regulating approaches to learning: Testing learning strategy convergences across a year at university
Luke K. Fryer, Jan D. Vermunt
págs. 21-41
Multiple aspects of high school students’ strategic processing on reading outcomes: The role of quantity, quality, and conjunctive strategy use.
Meghan M. Parkinson, Daniel L Dinsmore
págs. 42-62
Monitoring and depth of strategy use in computer‐based learning environments for science and history
Victor M. Deekens, Jeffrey A Greene, Nikki G. Lobczowski
págs. 63-79
Self‐regulated learning from illustrated text: Eye movement modelling to support use and regulation of cognitive processes during learning from multimedia
Katharina Scheiter, Carina Schubert, Anne Schüler
págs. 80-94
The relation between cognitive and metacognitive strategic processing during a science simulation
Daniel L Dinsmore, Brian P. Zoellner
págs. 95-117
How are learning strategies reflected in the eyes?: Combining results from self‐reports and eye‐tracking
Leen Catrysse, David Gijbels, Vincent Donche, Sven De Maeyer, Marije Lesterhuis, Piet Van Den Bossche
págs. 118-137
The relation between cognitive and metacognitive processing: Building bridges between the SRL, MDL, and SAL domains
Liesje Coertjens
págs. 138-151
Looking down the road: Future directions for research on depth and regulation of strategic processing
Patricia A. Alexander
págs. 152-166
