The DOI matches its Crossref record; 7 of the 7 references it cites were found in a registry or an index.
Social Regulation of Learning During Collaborative Inquiry Learning in Science: How does it emerge and what are its functions?
Overview
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
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?
In the citing paper
“Eighty-two of the reviewed studies explored patterns of non-cognitive processing, such as motivation, emotions, and cultural orientation (Lichtinger and Kaplan, 2015;Ucan and Webb, 2015;Wilby et al., 2017).”
From A systematic review of Stimulated Recall (SR) in educational research from 2012 to 2022 (2024) · cites this paper as Ucan and Webb, 2015
Self-check
Percentages, sums and reported differences re-computed from the paper’s own numbers.
The self-check needs the paper’s full text.
Citations
Cites
Using thematic analysis in psychology
Braun, V., & Clarke, V. (2006) · Qualitative Research in Psychology · doi:10.1191/1478088706qp063oa · Cited by 194,414
A Conceptual Framework for Assessing Motivation and Self-Regulated Learning in College Students
Pintrich, P. R. (2004) · Educational Psychology Review · doi:10.1007/s10648-004-0006-x · Cited by 3,269
Observing Interaction: An Introduction to Sequential Analysis
Bakeman, R., & Gottman, J. M. (1997) · doi:10.1017/cbo9780511527685 · Cited by 1,439
New Frontiers: Regulating Learning in CSCL
Järvelä, S., & Hadwin, A. F. (2013) · Educational Psychologist · doi:10.1080/00461520.2012.748006 · Cited by 722
High-level co-regulation in collaborative learning: How does it emerge and how is it sustained?
Volet, S., Summers, M., & Thurman, J. (2009) · Learning and Instruction · doi:10.1016/j.learninstruc.2008.03.001 · Cited by 466
Exploring Socially Shared Regulation in the Context of Collaboration
Järvelä, S., Järvenoja, H., Malmberg, J., & Hadwin, A. F. (2013) · Journal of Cognitive Education and Psychology · doi:10.1891/1945-8959.12.3.267 · Cited by 213 · cited 2×
“In one recent study, for example, Järvelä et al. (2013) identified a positive relationship between Finnish university students’ use of social regulation (e.g. planning, monitoring) and the degree of their collaborative success as measured by the quality of a collaborative product.”
BackgroundResultUsing Concept Maps to Facilitate Collaborative Simulation-Based Inquiry Learning
Gijlers, H., & de Jong, T. (2013) · Journal of the Learning Sciences · doi:10.1080/10508406.2012.748664 · Cited by 79
Research works printed but not linked: 33
- 10.1207/S15327809JLS1203_1 · DOI · Paper page
- 10.1080/09500690802582241 · DOI · Paper page
- 10.1080/09500690802162762 · DOI
- 10.1080/09500690802713507 · DOI
- Butler D. L., 2011, Handbook of self-regulation of learning and performance, 346
- 10.1007/s11409-012-9086-z · DOI
- Creswell J., 1998, Qualitative inquiry and research design choosing among five traditions
- 10.1016/j.learninstruc.2012.03.003 · DOI
- 10.1016/j.cedpsych.2008.05.006 · DOI · Paper page
- Hadwin A., 2011, Handbook of self-regulation of learning and performance, 65
- Iiskala T., 2004, Hellenic Journal of Psychology, 1, 147
- 10.1016/j.learninstruc.2010.05.002 · DOI · Paper page
- 10.1007/s11409-010-9061-5 · DOI
- Järvelä S., 2011, Teacher College Records, 113, 350, 10.1177/016146811111300205 · DOI · Paper page
- 10.1348/000709909X402811 · DOI · Paper page
- 10.1007/978-94-007-6991-5 · DOI
- 10.1016/0147-1767(85)90062-8 · DOI · Paper page
- Perry N. E., 2013, Interpersonal regulation of learning and motivation: Methodological advances, 45
- 10.1080/07370008.2011.607930 · DOI · Paper page
- 10.1002/sce.20306 · DOI · Paper page
- 10.1080/09500690903452922 · DOI · Paper page
- 10.1016/j.chb.2010.02.007 · DOI
- 10.1080/09500693.2013.778438 · DOI
- Volet S., 2013, Interpersonal regulation of learning and motivation: Methodological advances, 67, 10.4324/9780203117736 · DOI
- Webb N. M., 2006, Academic help seeking: Goals, groups and contexts, 45
- 10.1007/s11858-009-0233-1 · DOI
- 10.1007/s11409-008-9033-1 · DOI · Paper page
- Winne P. H., 2008, Motivation and self-regulated learning: Theory, research, and applications, 297
- 10.1007/s11251-010-9134-5 · DOI
- 10.2190/F7HM-9JN5-JUX8-4BM9 · DOI
- Yin R. K., 2011, Applications of case study research
- Zimmerman B. J., 2012, Self-regulated learning and academic achievement: Theoretical perspectives, 1
- Zimmerman B. J., 2011, Handbook of self-regulation of learning and performance, 1
Cited by
Supporting Groups’ Emotion and Motivation Regulation during Collaborative Learning
Järvenoja, H., Järvelä, S., & Malmberg, J. (2020) · Learning and Instruction · doi:10.1016/j.learninstruc.2017.11.004 · Cited by 194
What does physiological synchrony reveal about metacognitive experiences and group performance?
Dindar, M., Järvelä, S., & Haataja, E. (2020) · British Journal of Educational Technology · doi:10.1111/bjet.12981 · Cited by 70
A systematic review of Stimulated Recall (SR) in educational research from 2012 to 2022
Zhai, X., Chu, X., Wang, M., Tsai, C.-C., Liang, J.-C., & Spector, J. M. (2024) · Humanities and Social Sciences Communications · doi:10.1057/s41599-024-02987-6 · Cited by 47
Metadata
- Authors
- Ucan, S., & Webb, M.
- Venue
- International Journal of Science Education
- Publisher
- Informa UK Limited
- Published
- 2015-09-15
- Volume
- 37
- Issue
- 15
- Pages
- 2503-2532
- ISSN
- 0950-0693
- 1464-5289
- Cited by
- 118
- References
- 7
- Language
- en
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
Data sources
Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
