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: Chapter 12
personal epistemologyepistemic thinkingepistemic metacognitionsource evaluationevidence evaluationepistemic strategiesmetacognitive regulationdisciplinary standardsJournal article Evidence summaryAt a glance
Barzilai and Zohar reconsider personal epistemology as a form of metacognition about knowledge and knowing.
Key ideas
Their multifaceted framework distinguishes cognitive aspects of epistemic thinking—judging claims, sources, evidence, and strategies—from metacognitive knowledge, experiences, and skills used to regulate that thinking. Learners may know which epistemic strategy a task requires, experience doubt or confidence about a claim, monitor whether evidence meets an epistemic aim, and change their approach accordingly. The framework connects research traditions that had often used overlapping constructs without a common architecture and emphasises that epistemic processes vary with disciplinary tasks and standards.
Why it matters
For educators, the article supports making criteria for trustworthy knowledge explicit, modelling how disciplines evaluate evidence, prompting students to monitor the reliability of their reasoning, and helping them adapt epistemic strategies rather than teaching generic critical-thinking routines alone.
View or buy the cited work >>Read a similar article free online >>
-
- Vol 4 RE: Chapters 2, 5
self-regulated learningthree-layer modelmetacognitive regulationcognitive strategiesgoal orientationemotional regulationself-protectionJournal article Evidence summaryAt a glance
Boekaerts integrates three traditions that shaped research on self-regulated learning: learning styles and cognitive processing, metacognition and regulation of learning, and theories of goals, motivation, and the self.
Key ideas
Her three-layer model distinguishes regulation of processing modes at the inner layer, regulation of the learning process at the middle layer, and regulation of the self at the outer layer. Learners select cognitive strategies, plan and monitor activity, and decide whether a task serves valued goals or threatens well-being. These layers interact, so knowing a strategy does not guarantee its use when motivation, emotion, or competing goals redirect effort.
Why it matters
For educators, the model supports teaching strategies and metacognitive control while also attending to appraisal, confidence, interest, and classroom conditions that influence whether students enter a growth-oriented learning pathway or protect the self by withdrawing.
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