Publications

Graham, L., & Berman, J. (2012). Self-regulation and learning disabilities. Special Education Perspectives, 21 (2), 41-52. https://rune.une.edu.au/web/handle/1959.11/12581

Griffin, P., English, N., Nibali, N., Harding, S-M., & Graham, L. (2017). Self-regulated learning. In Griffin, P. (Ed.), Assessment for teachingsecond edition (pp. 141- 160). Port Melbourne, Vic: Cambridge, University Press. DOI: 10.1017/9781108116053.009

Harding, S. M., English, N., Nibali, N., Griffin, P., Graham, L., Alom, B., & Zhang, Z. (2019). Self-regulated learning as a predictor of mathematics and reading performance: A picture of students in Grades 5 to 8. Australian Journal of Education63(1), 74-97. DOI: 10.1177/0004944119830153

Kang, S. H. K. (2016). Spaced repetition promotes efficient and effective learning: Policy implications for instruction. Policy Insights from the Behavioral and Brain Sciences, 3, 12–19. DOI: 10.1177/2372732215624708

Lawson, M. J., Barnes, A., White, B., & Askell-Williams, H. (2015). Concerns about the quality and quantity of students’ knowledge about learning. In: T. Papadopoulos, R. Parrila, & J. R. Kirby (Eds.), Cognition, intelligence, and achievement: A tribute to J.P. Das, (pp. 369-396). San Diego: Elsevier. DOI: 10.1016/B978-0-12-410388-7.00018-X

Lawson, M. J., Vosniadou, S., Van Deur, P., Wyra, M., & Jeffries, D. (2018). Teachers’ and students’ belief systems about the self-regulation of learning. Educational Psychology Review, 31(1), 223-251. DOI:10.1007/s10648-018-9453-7

Vosniadou, S. (2001). How Children Learn. International Academy of Education, and International Bureau of Education of the UNESCO. https://www.researchgate.net/publication/44826007_How_children_learn

Vosniadou, S. (2020). Bridging Secondary and Higher Education. The Importance of Self-regulated Learning European Review, Academia Europaea, Vol. 28, No.1, 94-103, DOI:10.1017/S1062798720000939

Vosniadou, S. (2019). The development of students’ understanding of science. Front. Educ., 16 April 2019 | https://doi.org/10.3389/feduc.2019.00032

Vosniadou, S., Darmawan, I. G. N., Lawson, M. J., Van Deur, P., Jeffries, D., & Wyra, M. (2021). Beliefs about the self-regulation of learning predict cognitive and metacognitive strategies and academic performance in pre-service teachers. Metacognition and Learning, DOI:10.1007/s11409-020-09258-0