Where it is used
Each entry identifies the volume, edition, chapter or appendix in which the work appears.
The evidence behind the series
Follow the research.
Explore every source.
Browse the scientific research and professional literature used across all seven volumes of The Science of Learning for Educators.
7book volumes
8author ranges
1searchable library
Search the collection
Find a paper, author or idea.
Choose an author range, search a title or concept, or narrow the collection by source type. Open any result to see where it appears in the books, read its evidence summary and follow available source links.
3 references
-
- Vol 7 RE: Chapter 7, App D
self-regulated learningmetacognitive regulationhypermedia learninggoal settingcomprehension monitoringstrategy selectionadaptive scaffoldingJournal article Evidence summaryAt a glance
Azevedo reviews research on learning complex science topics with open-ended hypermedia and argues that such environments become useful metacognitive tools only when they support self-regulated learning.
Key ideas
Learners must coordinate prior knowledge, planning, monitoring, strategy use, motivation, and adaptation while navigating nonlinear information. Studies from the author's laboratory and classrooms show that learners of different ages often struggle to deploy these processes spontaneously. The article uses self-regulated learning as a framework for analysing both learning outcomes and the moment-by-moment processes that produce them. It also considers how prompts, human tutors, and adaptive computer scaffolds can model or support productive regulation.
Why it matters
The main implication is that access to rich digital resources does not by itself ensure deep learning: effective environments must help students set goals, activate relevant knowledge, monitor understanding, choose strategies, and revise their approach when comprehension breaks down.
View or buy the cited work >>Read a similar article free online >>
-
- Vol 4 RE: App C
self-regulationgoal settingmetacognitionvolitional controlemotional regulationprogress monitoringstrategy adaptationpersistenceBook Evidence summaryAt a glance
This multidisciplinary handbook surveys theories, methods, and applications of self-regulation across educational, developmental, personality, clinical, health, and organisational psychology.
Key ideas
Chapters address goal setting, motivation, attention, emotion, metacognition, volition, social and environmental influences, individual differences, development, measurement, and interventions. The collection shows that self-regulation is not a single skill or stable trait: it involves interacting systems that generate standards, monitor progress, manage thoughts and feelings, select action, and respond to feedback. It also examines failures of regulation and the conditions under which control can be learned or supported.
Why it matters
For educators, the handbook provides conceptual tools for distinguishing cognitive strategy knowledge from motivation and implementation, selecting measures that match a theory, and designing support for goals, monitoring, strategy adaptation, emotional regulation, and persistence rather than expecting learners to regulate independently without instruction or context.
View or buy the cited work >>Read a similar article free online >>
-
- Vol 4 RE: Chapter 18
self-directed learninglearner autonomyteacher facilitationinstructional scaffoldinggoal settingresource evaluationreflective practicelearner agencyJournal article Evidence summaryAt a glance
Botha, du Toit-Brits, and Blignaut synthesise theoretical perspectives on self-directed learning and the changing role of teachers.
Key ideas
Self-directed learners diagnose needs, formulate goals, identify resources, choose and implement strategies, and evaluate outcomes, but this agency develops through supportive educational relationships rather than teacher absence. The article discusses motivation, creativity, adaptability, learner diversity, digital contexts, and the capabilities teachers need to create environments that gradually transfer responsibility. Teachers act as designers, facilitators, models, coaches, and providers of feedback while ensuring that learners have sufficient knowledge and structure to make productive choices.
Why it matters
For educators, the review recommends explicit instruction in goal setting, planning, resource evaluation, monitoring, and reflection; meaningful choice within clear expectations; responsive scaffolding; and assessment practices that help students become increasingly capable of directing future learning.
A transparent research trail
More than a bibliography.
What it contributes
Evidence summaries explain the central idea and why the source matters to educators.
How to access it
Entries link to lawful full text where available, or to a publisher, library or purchase page.
Edition abbreviations
- TE
- Teacher Edition
- PE
- Practice Edition
- RE
- Research Edition
Citation checks
References are checked against publisher records, scholarly indexes, DOI or ISBN metadata, repositories and author records where available. An entry marked [Citation not verified] preserves the wording found in the relevant volume without attributing findings to an unconfirmed work.
From sources to a coherent pathway