Examining the relationship between emotion variability, self-regulated learning, and task performance in an intelligent tutoring system
Author:
Funder
Fonds de Recherche du Québec-Société et Culture
Social Sciences and Humanities Research Council of Canada
Publisher
Springer Science and Business Media LLC
Subject
Education
Link
https://link.springer.com/content/pdf/10.1007/s11423-021-09980-9.pdf
Reference62 articles.
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2. Artino, A. R., Hemmer, P. A., & Durning, S. J. (2011). Using self-regulated learning theory to understand the beliefs, emotions, and behaviors of struggling medical students. Academic Medicine, 86(10), S35–S38. https://doi.org/10.1097/ACM.0b013e31822a603d
3. Artino, A. R., Holmboe, E. S., & Durning, S. J. (2012). Can achievement emotions be used to better understand motivation, learning, and performance in medical education? Medical Teacher, 34(3), 240–244. https://doi.org/10.3109/0142159X.2012.643265
4. Artino, A. R., La Rochelle, J. S., & Durning, S. J. (2010). Second-year medical students’ motivational beliefs, emotions, and achievement. Medical Education, 44(12), 1203–1212. https://doi.org/10.1111/j.1365-2923.2010.03712.x
5. Bannert, M., Reimann, P., & Sonnenberg, C. (2014). Process mining techniques for analysing patterns and strategies in students’ self-regulated learning. Metacognition and Learning, 9(2), 161–185. https://doi.org/10.1007/s11409-013-9107-6
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