CoChat
Sign Up
Cited by 496Innovative Teaching and Learning MethodsReflective Practices in EducationStudent Assessment and Feedback

New perspectives for the evaluation of training sessions in self-regulated learning: Time-series analyses of diary data

Schmitz, Bernhard, Wiese, Bettina S.·2006·Contemporary Educational Psychology
DOI 10.1016/j.cedpsych.2005.02.002
Open this paper in CoChat — free account

Integrity signals

Registry

Crossref · 10.1016/j.cedpsych.2005.02.002

Cites

7 of 7 references verified0 citation errors · 0 not checkable

Statistics

Recomputing p-values needs the paper’s full text.

Claims the paper makes

We couldn’t retrieve this paper’s full text, so its claims and self-check weren’t run. The registry and citation checks still apply.

Claims other papers make about this one

Each is checked against this paper’s own text: does it say what the citing paper says it does?

  • Schmidt has developed a SRL model based on Zimmerman's and influenced by Kuhl's (2000) model with changes in the names of the phases and subprocesses included.

    “As already mentioned, Schmidt has developed a SRL model based on Zimmerman’s and influenced by Kuhl’s (2000) model with changes in the names of the phases and subprocesses included (Schmitz and Wiese, 2006).”

    From A Review of Self-regulated Learning: Six Models and Four Directions for Research (2017) · cites this paper as Schmitz and Wiese, 2006

  • Azevedo et al. (2004) and Schmitz and Wiese (2006) have considerable similarities with two other models that were already included (Winne and Zimmerman, respectively).

    “Second, Azevedo et al. (2004) and Schmitz and Wiese (2006) have considerable similarities with two other models that were already included (Winne and Zimmerman, respectively).”

    From A Review of Self-regulated Learning: Six Models and Four Directions for Research (2017) · cites this paper as Schmitz and Wiese (2006)

Cites

Flagged first, then by citations

Cited by

Sorted by citations

Authors
Schmitz, B., & Wiese, B. S.
Affiliations
  • Technische Universität Darmstadt (DE)
  • University of Zurich (CH)
Corresponding author
Schmitz, Bernhard
ORCID
Venue
Contemporary Educational Psychology
Publisher
Elsevier BV
Published
2006-01
Volume
31
Issue
1
Pages
64-96
ISSN
0361-476X (ISSN-L)
DOI
10.1016/j.cedpsych.2005.02.002
OpenAlex
W2023163290
Cited by
496
References
7
Citations by year
2026: 23 · 2025: 28 · 2024: 35 · 2023: 43 · 2022: 34 · 2021: 37 · 2020: 32 · 2019: 30 · 2018: 25 · 2017: 29 · 2016: 23 · 2015: 36 · 2014: 19 · 2013: 23 · 2012: 18
FWCI
13.57
Type
journal article
Language
en
Open access
closed
Licence
Locations
Contemporary Educational Psychology (publishedVersion)
Topics
  • Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
  • Social Sciences › Education › Reflective Practices in Education
  • Social Sciences › Education › Student Assessment and Feedback
Keywords
student self-regulation, training program, learning diaries, time series analysis, interrupted time series, self-regulation, civil engineering students, intervention effectiveness

About these checks

Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

Statistics and arithmetic are recomputed, not judged.

Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.

What counts as a claim ›How we measure confidence ›How we check this ›

Are you an author, or do you see a problem with this page? Request a review