| Supporting self-regulated learning in online learning environments and MOOCs: A systematic review J Wong, M Baars, D Davis, T Van Der Zee, GJ Houben, F Paas International Journal of Human–Computer Interaction 35 (4-5), 356-373, 2019 | 954 | 2019 |
| Self-regulated learning and learning analytics in online learning environments: A review of empirical research O Viberg, M Khalil, M Baars Proceedings of the tenth international conference on learning analytics …, 2020 | 346 | 2020 |
| Exploring sequences of learner activities in relation to self-regulated learning in a massive open online course J Wong, M Khalil, M Baars, BB de Koning, F Paas Computers & Education 140, 103595, 2019 | 204 | 2019 |
| Synthesizing cognitive load and self-regulation theory: a theoretical framework and research agenda ABH de Bruin, J Roelle, SK Carpenter, M Baars, EFG-MRE Educational Psychology Review 32, 903-915, 2020 | 200 | 2020 |
| Effects of training self-assessment and using assessment standards on retrospective and prospective monitoring of problem solving M Baars, S Vink, T van Gog, A de Bruin, F Paas Learning and Instruction 33, 92-107, 2014 | 145 | 2014 |
| Educational theories and learning analytics: From data to knowledge: The whole is greater than the sum of its parts J Wong, M Baars, BB de Koning, T van der Zee, D Davis, M Khalil, ... Utilizing learning analytics to support study success, 3-25, 2019 | 142 | 2019 |
| A cross-cultural investigation on perseverance, self-regulated learning, motivation, and achievement KM Xu, AR Cunha-Harvey, RB King, BB de Koning, F Paas, M Baars, ... Compare: A Journal of Comparative and International Education 53 (3), 361-379, 2023 | 128 | 2023 |
| Facilitating goal setting and planning to enhance online self-regulation of learning J Wong, M Baars, M He, BB de Koning, F Paas Computers in Human Behavior 124, 106913, 2021 | 124 | 2021 |
| The relation between students’ effort and monitoring judgments during learning: A meta-analysis M Baars, L Wijnia, A de Bruin, F Paas Educational Psychology Review 32 (4), 979-1002, 2020 | 112 | 2020 |
| The association between motivation, affect, and self-regulated learning when solving problems M Baars, L Wijnia, F Paas Frontiers in psychology 8, 1346, 2017 | 112 | 2017 |
| Examining the use of prompts to facilitate self-regulated learning in Massive Open Online Courses J Wong, M Baars, BB de Koning, F Paas Computers in Human Behavior 115, 106596, 2021 | 105 | 2021 |
| Training self-regulated learning skills with video modeling examples: Do task-selection skills transfer? SF Raaijmakers, M Baars, L Schaap, F Paas, J Van Merriënboer, ... Instructional Science 46 (2), 273-290, 2018 | 99 | 2018 |
| Effects of self-assessment feedback on self-assessment and task-selection accuracy SF Raaijmakers, M Baars, F Paas, JJG van Merriënboer, T Van Gog Metacognition and Learning 14, 21-42, 2019 | 93 | 2019 |
| Effects of performance feedback valence on perceptions of invested mental effort SF Raaijmakers, M Baars, L Schaap, F Paas, T Van Gog Learning and Instruction 51, 36-46, 2017 | 92 | 2017 |
| The relation between task-specific motivational profiles and training of self-regulated learning skills M Baars, L Wijnia Learning and Individual Differences 64, 125-137, 2018 | 80 | 2018 |
| Effects of problem solving after worked example study on primary school children's monitoring accuracy M Baars, T Van Gog, A de Bruin, F Paas Applied Cognitive Psychology 28 (3), 382-391, 2014 | 79 | 2014 |
| Completion of partially worked-out examples as a generation strategy for improving monitoring accuracy M Baars, S Visser, T Van Gog, A de Bruin, F Paas Contemporary Educational Psychology 38 (4), 395-406, 2013 | 75 | 2013 |
| Effects of problem solving after worked example study on secondary school children’s monitoring accuracy M Baars, T Van Gog, A de Bruin, F Paas Educational Psychology 37 (7), 810-834, 2017 | 74 | 2017 |
| Self-explaining steps in problem-solving tasks to improve self-regulation in secondary education. M Baars, C Leopold, F Paas Journal of Educational Psychology 110 (4), 578, 2018 | 70 | 2018 |
| Training self‐assessment and task‐selection skills to foster self‐regulated learning: Do trained skills transfer across domains? SF Raaijmakers, M Baars, F Paas, JJG van Merriënboer, T Van Gog Applied Cognitive Psychology 32 (2), 270-277, 2018 | 58 | 2018 |
Fred PaasProfessor of Educational Psychology, Erasmus University Rotterdam, Netherlands/ UNSW, AustraliaVerified email at essb.eur.nl
