Sperling, R. A., Howard, B. C., Staley, R., & DuBois, N. (2010). Metacognition and Self-Regulated Learning Constructs. Educational Research and Evaluation, 10, 117-139.
https://doi.org/10.1076/edre.10.2.117.27905

has been cited by the following article:

• TITLE: Learning for a Summative Assessment: The Relationship between Students’ Academic Achievement and Self-Regulated Learning

  AUTHORS: Jeroen van der Linden, Tamara van Schilt-Mol, Loek Nieuwenhuis, Cees van der Vleuten

  KEYWORDS: Assessment, Self-Regulated Learning, Monitoring Learning

  JOURNAL NAME: Open Journal of Social Sciences, Vol.9 No.10, October 29, 2021

  ABSTRACT: Recent studies show that students applying appropriate self-regulated learning strategies (SRL) are more successful in their academic achievements (AA). However, the relation between SRL and AA is complex. There is evidence that not all SRL strategies contribute equally to AA. A greater understanding of the relationship between students’ SRL strategies and AA can help indicate differences between students. Interviews were conducted to study the relationship between the SRL strategies students use when learning for an achievement test and the resulting AA. Two main aspects that influence this relationship were identified: students’ goal approach, and with this approach, the amount of effort they put into learning, and the deliberateness of using SRL strategies. These aspects address the complex relationship between SRL and AA. From these results we present different student types, based on these aspects found. Suggestions for future research are done to utilise and further explore these student types.