Boosting self-regulated learning with mobile interventions: Planning and prompting help children maintain a regular study routine
Integrity signals
Registry
Cites
Statistics
Claims the paper makes
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?
Research on frequent plan reminders suggests that children may benefit from support in maintaining and recalling their implementation intentions over time.
“Furthermore, research on frequent plan reminders suggests that children may benefit from support in maintaining and recalling their implementation intentions over time (Breitwieser et al., 2023).”
From The effectiveness of implementation intentions in children: A systematic review and meta‐analysis (2026) · cites this paper as Breitwieser et al., 2023
Cites
Metacognition and cognitive monitoring: A new area of cognitive–developmental inquiry
Flavell, J. H. (1979) · American Psychologist · doi:10.1037/0003-066x.34.10.906 · Cited by 11,282 · see citing works
Becoming a Self-Regulated Learner: An Overview
Zimmerman, B. J. (2002) · Theory Into Practice · doi:10.1207/s15430421tip4102_2 · Cited by 7,305 · see citing works
Richardson, M., Abraham, C., & Bond, R. (2012) · Psychological Bulletin · doi:10.1037/a0026838 · Cited by 3,646 · see citing works
Implementation intentions and goal achievement: a meta-analysis of effects and processes
Gollwitzer, P. M., & Sheeran, P. (2006) · Advances in Experimental Social Psychology · doi:10.1016/s0065-2601(06)38002-1 · Cited by 3,236 · see citing works
Dunlosky, J., Rawson, K. A., Marsh, E. J., Nathan, M. J., & Willingham, D. T. (2013) · Psychological Science in the Public Interest · doi:10.1177/1529100612453266 · Cited by 3,138 · see citing works
Nahum-Shani, I., Smith, S. N., Spring, B. J., Collins, L. M., Witkiewitz, K., Tewari, A., & Murphy, S. A. (2018) · Annals of Behavioral Medicine · doi:10.1007/s12160-016-9830-8 · Cited by 2,171 · see citing works
Distributed practice in verbal recall tasks: A review and quantitative synthesis.
Cepeda, N. J., Pashler, H., Vul, E., Wixted, J. T., & Rohrer, D. (2006) · Psychological Bulletin · doi:10.1037/0033-2909.132.3.354 · Cited by 1,888 · see citing works
Broadbent, J., & Poon, W. L. (2015) · The Internet and Higher Education · doi:10.1016/j.iheduc.2015.04.007 · Cited by 1,692 · see citing works
A new look at habits and the habit-goal interface.
Wood, W., & Neal, D. T. (2007) · Psychological Review · doi:10.1037/0033-295x.114.4.843 · Cited by 1,470 · see citing works
Implementation intentions and effective goal pursuit.
Gollwitzer, P. M., & Brandstätter, V. (1997) · Journal of Personality and Social Psychology · doi:10.1037/0022-3514.73.1.186 · Cited by 1,343 · see citing works
Dignath, C., & Büttner, G. (2008) · Metacognition and Learning · doi:10.1007/s11409-008-9029-x · Cited by 1,085 · see citing works
How can primary school students learn self-regulated learning strategies most effectively?
Dignath, C., Buettner, G., & Langfeldt, H.-P. (2008) · Educational Research Review · doi:10.1016/j.edurev.2008.02.003 · Cited by 903 · see citing works
Mobile-assisted ESL/EFL vocabulary learning: a systematic review and meta-analysis
Lin, J.-J., & Lin, H. (2019) · Computer Assisted Language Learning · doi:10.1080/09588221.2018.1541359 · Cited by 262 · see citing works
Klasnja, P., Smith, S., Seewald, N. J., Lee, A., Hall, K., Luers, B., Hekler, E. B., & Murphy, S. A. (2019) · Annals of Behavioral Medicine · doi:10.1093/abm/kay067 · Cited by 241 · see citing works
The what, how much, and when of study strategies: comparing intended versus actual study behaviour.
Blasiman, R. N., Dunlosky, J., & Rawson, K. A. (2017) · Memory · doi:10.1080/09658211.2016.1221974 · Cited by 227 · see citing works
Spacing effects in real‐world classroom vocabulary learning
Sobel, H. S., Cepeda, N. J., & Kapler, I. V. (2011) · Applied Cognitive Psychology · doi:10.1002/acp.1747 · Cited by 183 · see citing works
Self-Regulated Learning in the Classroom: A Literature Review on the Teacher’s Role
Moos, D. C., & Ringdal, A. (2012) · Education Research International · doi:10.1155/2012/423284 · Cited by 177 · see citing works
Apps As Learning Tools: A Systematic Review
Griffith, S. F., Hagan, M. B., Heymann, P., Heflin, B. H., & Bagner, D. M. (2020) · Pediatrics · doi:10.1542/peds.2019-1579 · Cited by 168 · see citing works
Realizing the Potential of Behavioral Intervention Technologies
Schueller, S. M., Muñoz, R. F., & Mohr, D. C. (2013) · Current Directions in Psychological Science · doi:10.1177/0963721413495872 · Cited by 152 · see citing works
Shcherbina, A., Hershman, S. G., Lazzeroni, L., King, A. C., O'Sullivan, J. W., Hekler, E., Moayedi, Y., Pavlovic, A., Waggott, D., Sharma, A., et al. (2019) · The Lancet Digital Health · doi:10.1016/s2589-7500(19)30129-3 · Cited by 90 · see citing works
Dose–response research in digital health interventions: Concepts, considerations, and challenges.
McVay, M. A., Bennett, G. G., Steinberg, D., & Voils, C. I. (2019) · Health Psychology · doi:10.1037/hea0000805 · Cited by 55 · see citing works
Flagged first, then by citations
Cited by
Sorted by citations
The effectiveness of implementation intentions in children: A systematic review and meta‐analysis
Breitwieser, J., & Reinelt, T. (2026) · British Journal of Psychology · doi:10.1111/bjop.70065 · Cited by 1 · see citing works
Self-citation
- Authors
- Breitwieser, J., Nobbe, L., Biedermann, D., & Brod, G.
- Affiliations
- Individual Development and Adaptive Education (DE)
- Goethe University Frankfurt (DE)
- Corresponding author
- Breitwieser, Jasmin
- Venue
- Computers & Education
- Publisher
- Elsevier BV
- Published
- 2023-11
- Volume
- 205
- Pages
- 104879
- ISSN
- 0360-1315 (ISSN-L)
- OpenAlex
- W4385287532
- Cited by
- 36
- References
- 21
- Citations by year
- 2026: 8 · 2025: 11 · 2024: 14 · 2023: 3
- FWCI
- 6.51
- Type
- journal article
- Language
- en
- Open access
- closed
- Licence
- Locations
- Computers & Education (publishedVersion)
- Topics
- Physical Sciences › Computer Science › Information Systems › Mobile Learning in Education
- Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
- Physical Sciences › Computer Science › Artificial Intelligence › Intelligent Tutoring Systems and Adaptive Learning
- Keywords
- student self-regulation, mobile-based interventions, study routines, vocabulary acquisition, planning, prompting, distributed practice, children, study behavior, mobile learning apps
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
