The DOI matches its Crossref record; 50 of the 52 references it cites were found in a registry or an index.
Enhancing self-regulated learning by writing learning protocols
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“Similarly, in a study focused on comparing the impact of different aspects of SRL, Nückles et al. (2009) found that prompts focused on planning for remedial strategies increased students' planning statements and the use of remedial strategies compared to students who did not receive planning prompts.”
From Beyond goal setting and planning: An examination of college students’ self-regulated learning forethought processes (2025) · cites this paper as Nückles et al. (2009)
In the citing paper
“In addition, the implementation of planning prompts predicted students' performance.”
From Beyond goal setting and planning: An examination of college students’ self-regulated learning forethought processes (2025) · cites this paper as Nückles et al. (2009)
Citations
Cites
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Wittrock, M. C. (1986) · Bibliothèque et Archives nationales du Québec (Québec government) · Cited by 10,630
Becoming a Self-Regulated Learner: An Overview
Zimmerman, B. J. (2002) · Theory Into Practice · doi:10.1207/s15430421tip4102_2 · Cited by 10,197 · cited 6×
“Thus, not surprisingly, classic models of writing in many respects resemble current models of self-regulated learning (Winne & Hadwin, 1998; Zimmerman, 2002).”
BackgroundResultInfluentialProtocol Analysis: Verbal Reports as Data
Danks, J. H., Ericsson, K. A., & Simon, H. A. (1985) · The American Journal of Psychology · doi:10.2307/1422516 · Cited by 4,452
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The Psychology of Written Composition
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Research works printed but not linked: 1
- Zimmerman, 1999, Commentary: toward a cyclically interactive view of self-regulated learning, International Journal of Educational Research, 31, 545
Cited by
Sorted by citations
Jansen, R. S., van Leeuwen, A., Janssen, J., Jak, S., & Kester, L. (2019) · Educational Research Review · doi:10.1016/j.edurev.2019.100292 · Cited by 310
Zheng, L. (2016) · Asia Pacific Education Review · doi:10.1007/s12564-016-9426-9 · Cited by 294
Panadero, E., & Roméro, M. (2014) · Assessment in Education Principles Policy and Practice · doi:10.1080/0969594x.2013.877872 · Cited by 263
Trends in Research on Writing as a Learning Activity
Klein, P. D., & Boscolo, P. (2016) · Journal of Writing Research · doi:10.17239/jowr-2016.07.03.01 · Cited by 226
Blomberg, G., Sherin, M. G., Renkl, A., Glogger‐Frey, I., & Seidel, T. (2013) · Instructional Science · doi:10.1007/s11251-013-9281-6 · Cited by 257
Self-citation
Metadata
- Authors
- Nückles, M., Hübner, S., & Renkl, A.
- Affiliations
- University of Göttingen (DE)
- University of Freiburg (DE)
- Corresponding author
- Nückles, Matthias
- Venue
- Learning and Instruction
- Publisher
- Elsevier BV
- Published
- 2009-06
- Volume
- 19
- Issue
- 3
- Pages
- 259-271
- ISSN
- 0959-4752 (ISSN-L)
- OpenAlex
- W1981415423
- Cited by
- 252
- References
- 52
- Citations by year
- 2026: 11 · 2025: 11 · 2024: 17 · 2023: 14 · 2022: 13 · 2021: 11 · 2020: 20 · 2019: 18 · 2018: 11 · 2017: 12 · 2016: 23 · 2015: 17 · 2014: 13 · 2013: 16 · 2012: 13
- FWCI
- 18.73
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Learning and Instruction (publishedVersion)
- GRO (submittedVersion)
- Funders
- Deutsche Forschungsgemeinschaft
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
- Social Sciences › Education › Writing and Handwriting Education
- Social Sciences › Psychology › Developmental and Educational Psychology › Educational Strategies and Epistemologies
- Keywords
- student self-regulation, learning protocols, prompting, metacognitive prompts, comprehension
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