[
Agustiani, H., Cahyad, S., & Musa, M. (2016). Self-efficacy and self-regulated learning as predictors of students’ academic performance. The Open Psychology Journal, 9(1), 1-6.10.2174/1874350101609010001
]Search in Google Scholar
[
Algharaibeh S. A. S. (2020). Cognitive flexibility as a predictor of subjective vitality among university students. Cypriot Journal of Educational Science, 15(5), 923-936. https://doi.org/10.18844/cjes.v15i5.512210.18844/cjes.v15i5.5122
]Search in Google Scholar
[
Ali, M. F., Joyes, G., & Ellison, L. (2013). Using blended learning to enhance students’ cognitive presence. In 2013 International Conference on Informatics and Creative Multimedia (pp. 202-208). IEEE.10.1109/ICICM.2013.42
]Search in Google Scholar
[
Altunkol, F. (2011). Üniversite öğrencilerinin bilişsel esneklikleri ile algılanan stres düzeyleri arasındaki ilişkinin incelenmesi (Master’s Thesis). Adana: Çukurova University.
]Search in Google Scholar
[
Akbaba, S. (2006). Eğitimde motivasyon. Kazım Karabekir Eğitim Fakültesi Dergisi, 0(13), 343-361.
]Search in Google Scholar
[
Araka, E., Maina, E., Gitonga, R., & Oboko, R. (2020). Research trends in measurement and intervention tools for self-regulated learning for e-learning environments - systematic review (2008-2018). Research and Practice in Technology Enhanced Learning, 15(1), 1-21.10.1186/s41039-020-00129-5
]Search in Google Scholar
[
Artino, A. R., & Stephens, J. M. (2009). Academic motivation and self-regulation: A comparative analysis of undergraduate and graduate students learning online. The Internet and Higher Education, 12(3), 146-151. https://doi.org/10.1016/j.iheduc.2009.02.00110.1016/j.iheduc.2009.02.001
]Search in Google Scholar
[
Badawi, M. F. (2008). Investigating EFL prospective teachers’ ability to translate culture-bound expressions. Online Submission. Retrieved from https://eric.ed.gov
]Search in Google Scholar
[
Bandura, A. (1991). Social cognitive theory of self-regulation. Organizational behavior and human decision processes, 50(2), 248-287.10.1016/0749-5978(91)90022-L
]Search in Google Scholar
[
Bandura A. (1988). Self-Regulation of motivation and action through goal systems. In V. Hamilton, G. H. Bower, N. H. Frijda (Eds.), Cognitive Perspectives on Emotion and Motivation (Vol. 44). NATO ASI Series (Series D: Behavioural and Social Sciences). Dordrecht: Springer. https://doi.org/10.1007/978-94-009-2792-6_210.1007/978-94-009-2792-6_2
]Search in Google Scholar
[
Barak, M., Hussein-Farraj, R., & Dori, Y. J. (2016). On-campus or online: Examining self-regulation and cognitive transfer skills in different learning settings. International Journal of Educational Technology in Higher Education, 13(1), 1-18.10.1186/s41239-016-0035-9
]Search in Google Scholar
[
Barnard, L., Paton, V., & Lan, W. (2008). Online self-regulatory learning behaviors as a mediator in the relationship between online course perceptions with achievement. The International Review of Research in Open and Distributed Learning, 9(2), 1-11.10.19173/irrodl.v9i2.516
]Search in Google Scholar
[
Barnard, L., Lan, W. Y., To, Y. M., Paton, V. O., & Lai, S. L. (2009). Measuring self-regulation in online and blended learning environments. The Internet and Higher Education, 12(1), 1-6.10.1016/j.iheduc.2008.10.005
]Search in Google Scholar
[
Beishuizen J., & Steffens K. (2011). A conceptual framework for research on self-regulated learning. In R. Carneiro, P. Lefrere, K. Steffens, & J. Underwood (Eds.), Self-Regulated Learning in Technology Enhanced Learning Environments. Technology Enhanced Learning (Vol. 5). SensePublishers. https://doi.org/10.1007/978-94-6091-654-0_110.1007/978-94-6091-654-0_1
]Search in Google Scholar
[
Bertiz, Y., & Kocaman Karoğlu, A. (2020). Distance education students’ cognitive flexibility levels and distance education motivations. International Journal of Research in Education and Science (IJRES), 6(4), 638-648.10.46328/ijres.v6i4.1022
]Search in Google Scholar
[
Bol, L., & Garner, J. K. (2011). Challenges in supporting self-regulation in distance education environments. Journal of Computing in Higher Education, 23(2), 104-123.10.1007/s12528-011-9046-7
]Search in Google Scholar
[
Chokri, B. (2012). Factors influencing the adoption of the e-learning technology in teaching and learning by students of a university class. European Scientific Journal, 8(28), 165-190.
]Search in Google Scholar
[
Cigognini, M. E., Paoletti, G., Fattorini, R., & Boscarol, M. (2015). Lecture vs webinar: Engagement and distraction in distance learning adult teachers. In Proceeding from “EDEN Annual Conference-Expanded Learning Scenarios (pp. 9-12).
]Search in Google Scholar
[
Coman, C., Țîru, L. G., Meseșan-Schmitz, L., Stanciu, C., & Bularca, M. C. (2020). Online teaching and learning in higher education during the coronavirus pandemic: Students’ perspective. Sustainability, 12, 1-24. doi:10.3390/su12241036710.3390/su122410367
]Search in Google Scholar
[
Cools, R. (2015). Neuropsychopharmacology of cognitive flexibility. In A. W. Toga (Ed.), Brain Mapping. Academic Press. https://doi.org/10.1016/B978-0-12-397025-1.00253-0.10.1016/B978-0-12-397025-1.00253-0
]Search in Google Scholar
[
Dabbagh, N., & Kitsantas, A. (2004). Supporting self-regulation in student-centered web-based learning environments. International Journal on E-Learning, 3(1), 40-47.
]Search in Google Scholar
[
Demirtaş, A. S. (2020). Cognitive flexibility and mental well-being in Turkish adolescents: The mediating role of academic, social and emotional self-efficacy. Anales De Psicología/Annals of Psychology, 36(1), 111-121.10.6018/analesps.336681
]Search in Google Scholar
[
Dennis, J. P., & Vander Wal, J. S. (2010). The cognitive flexibility inventory: Instrument development and estimates of reliability and validity. Cognitive Therapy and Research, 34(3), 241-253. https://doi.org/10.1007/s10608-009-9276-410.1007/s10608-009-9276-4
]Search in Google Scholar
[
Esen-Aygun, H. (2018). The relationship between pre–service teachers’ cognitive flexibility and interpersonal problem solving skills. Eurasian Journal of Educational Research, 18(77), 105-128. https://doi.org/10.14689/ejer.2018.77.610.14689/ejer.2018.77.6
]Search in Google Scholar
[
Handoko, E. (2017). The Impact of Self-Regulated Learning (SRL) on Students’ Completion of Massive Open Online Courses (MOOCs) (Doctoral dissertation). Houston: University of Houston.
]Search in Google Scholar
[
Hodges, C. B. (2005). Self-regulation in web-based courses. Quarterly Review of Distance Education, 6(4), 375-383.
]Search in Google Scholar
[
Hsieh, H. F., & Shannon, S. E. (2005). Three approaches to qualitative content analysis. Qualitative Health Research, 15(9), 1277-1288.10.1177/1049732305276687
]Search in Google Scholar
[
Islam, M., Kim, D. A., & Kwon, M. (2020). A comparison of two forms of instruction: Pre-recorded video lectures vs. live ZOOM lectures for education in the business management field. Sustainability, 12(19), 1-11. https://doi.org/10.3390/su1219814910.3390/su12198149
]Search in Google Scholar
[
Ionescu, T. (2012). Exploring the nature of cognitive flexibility. New ideas in psychology, 30(2), 190-200. https://doi.org/10.1016/j.newideapsych.2011.11.00110.1016/j.newideapsych.2011.11.001
]Search in Google Scholar
[
Kauffman, D. F. (2004). Self-regulated learning in web-based environments: Instructional tools designed to facilitate cognitive strategy use, metacognitive processing, and motivational beliefs. Journal of Educational Computing Research, 30(1-2), 139-161. https://doi.org/10.2190/AX2D-Y9VM-V7PX-0TAD10.2190/AX2D-Y9VM-V7PX-0TAD
]Search in Google Scholar
[
Kausar, G. (2013). Students’ perspective of the use of audio visual aids in Pakistan. International Proceedings of Economics Development and Research, 68, 11-13. https://doi.org/10.7763/IPEDR.2013.V68.3
]Search in Google Scholar
[
Kirmizi, Ö. (2015). The interplay among academic self-concept, self-efficacy, self-regulation and academic achievement of higher education L2 learners. Journal of Higher Education and Science, 5(1), 32-40. https://doi.org/10.5961/jhes.2015.10710.5961/jhes.2015.107
]Search in Google Scholar
[
Kilis, S., & Yildirim, Z. (2018). Online self-regulation questionnaire: Validity and reliability study of Turkish translation. Çukurova Üniversitesi Eğitim Fakültesi Dergisi, 47(1), 233-245.10.14812/cuefd.298791
]Search in Google Scholar
[
Kitsantas, A., Winsler, A., & Huie, F. (2008). Self-regulation and ability predictors of academic success during college: A predictive validity study. Journal of Advanced Academics, 20(1), 42-68.10.4219/jaa-2008-867
]Search in Google Scholar
[
Kuyumcu, B., & Kirazci, F. (2020). The link between cognitive flexibility and educational stress among high school students: Mediation through perception of teacher acceptance. Türk Psikolojik Danışma ve Rehberlik Dergisi, 10(58), 529-544.
]Search in Google Scholar
[
Lan, W. Y., Bremer, R., Stevens, T., & Mullen, G. (2004). Self-regulated learning in the online environment. Paper presented at the annual meeting American Educational Research Association, San Diego, California.
]Search in Google Scholar
[
Laranjo, L. (2016). Social media and health behavior change. In S. Syed-Abdul, E. Gabarron, & A. Y. S. Lau (Eds.), Participatory health through social media (pp. 83-111). Academic Press.10.1016/B978-0-12-809269-9.00006-2
]Search in Google Scholar
[
Lapan, R. T., Kardash, C. M., & Turner, S. (2002). Empowering students to become self-regulated learners. Professional School Counseling, 5(4), 257.
]Search in Google Scholar
[
Lee, Y., & Choi, J. (2011). A review of online course dropout research: Implications for practice and future research. Educational Technology Research and Development, 59, 593-618. https://doi.org/10.1007/s11423-010-9177-y10.1007/s11423-010-9177-y
]Search in Google Scholar
[
Levy, Y. (2007). Comparing dropouts and persistence in e-learning courses. Computers & education, 48(2), 185-204.10.1016/j.compedu.2004.12.004
]Search in Google Scholar
[
Little, B. (2018). Reciprocal determinism. In V. Zeigler-Hill, & T. Shackelford (Eds.), Encyclopedia of Personality and Individual Differences. Springer, Cham. https://doi.org/10.1007/978-3-319-28099-8_1807-110.1007/978-3-319-28099-8_1807-1
]Search in Google Scholar
[
Malkoç, A., & Sünbül, Z. A. (2020). The Relationship between emotional literacy, cognitive flexibility and counseling self-efficacy of senior students in psychology and psychological counseling and guidance. Educational Research and Reviews, 15(1), 27-33. https://doi.org/10.5897/ERR2019.384810.5897/ERR2019.3848
]Search in Google Scholar
[
Martin, J. (2004). Self-regulated learning, social cognitive theory, and agency. Educational psychologist, 39(2), 135-145. https://doi.org/10.1207/s15326985ep3902_410.1207/s15326985ep3902_4
]Search in Google Scholar
[
Martin, M. M., & Anderson, C. M. (1998). The cognitive flexibility scale: Three validity studies. Communication Reports, 11(1), 1-9.10.1080/08934219809367680
]Search in Google Scholar
[
Martin, M. M., & Rubin, R. B. (1995). A new measure of cognitive flexibility. Psychological reports, 76(2), 623-626.10.2466/pr0.1995.76.2.623
]Search in Google Scholar
[
Mikami, Y. (2020). Goal setting and learners’ motivation for extensive reading: Forming a virtuous cycle. Reading in a Foreign Language, 32(1), 28-48.
]Search in Google Scholar
[
Miller, A. (2018). Goal setting and its influence on achievement in the Spanish language classroom: Combining second language acquisition, achievement goal theory, and goal setting theory (Doctoral dissertation). University of Alabama Libraries.
]Search in Google Scholar
[
Moeller, A. J., Theiler, J. M., & Wu, C. (2012). Goal setting and student achievement: A longitudinal study. The Modern Language Journal, 96(2), 153-169. https://doi.org/10.2307/41684067
]Search in Google Scholar
[
Muñoz, L. B., & Jojoa, S. T. (2014). How setting goals enhances learners’ self-efficacy beliefs in listening comprehension. HOW Journal, 21(1), 42-61.10.19183/how.21.1.14
]Search in Google Scholar
[
Nota, L., Soresi, S., & Zimmerman, B. J. (2004). Self-regulation and academic achievement and resilience: A longitudinal study. International Journal of Educational Research, 41(3), 198-215.10.1016/j.ijer.2005.07.001
]Search in Google Scholar
[
Odabaş, H. (2003). Internet based distance education and departments of information and records management. Turkish Librarianship, 17(1), 22-36.
]Search in Google Scholar
[
Ozan, C., Gundogdu, K., Bay, E., & Celkan, H. Y. (2012). A study on the university students’ self-regulated learning strategies skills and self-efficacy perceptions in terms of different variables. Procedia-Social and Behavioral Sciences, 46, 1806-1811.10.1016/j.sbspro.2012.05.383
]Search in Google Scholar
[
Önen, A. S., & Koçak, C. (2015). The effect of cognitive flexibility on higher school students’ study strategies. Procedia-Social and Behavioral Sciences, 191, 2346-2350.10.1016/j.sbspro.2015.04.680
]Search in Google Scholar
[
Panadero, E. (2017). A review of self-regulated learning: Six models and four directions for research. Frontiers in Psychology, 8, 422. https://doi.org/10.3389/fpsyg.2017.0042210.3389/fpsyg.2017.00422
]Search in Google Scholar
[
Panadero, E., & Alonso-Tapia, J. (2014). How do students self-regulate? Review of Zimmerman’s cyclical model of self-regulated learning. Anales de Psicologia, 30(2), 450-462.
]Search in Google Scholar
[
Paris, S. G., & Paris, A. H. (2001). Classroom applications of research on self-regulated learning. Educational Psychologist, 36(2), 89-101.10.1207/S15326985EP3602_4
]Search in Google Scholar
[
Peng, C. (2012). Self-regulated learning behavior of college students of science and their academic achievement. Physics procedia, 33, 1446-1450.10.1016/j.phpro.2012.05.236
]Search in Google Scholar
[
Pintrich, P. R. (2000). The role of goal orientation in self-regulated learning. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of Self-Regulation. San Diego, CA: Academic Press.
]Search in Google Scholar
[
Puustinen, M., & Pulkkinen, L. (2010). Models of self-regulated learning: A review. Scandinavian Journal of Educational Research, 45(3), 269-286. https://doi.org/10.1080/0031383012007420610.1080/00313830120074206
]Search in Google Scholar
[
Rurato, P. (2011). Learner characteristics in Distance Education (DE): Presentation of an instrument and context. In P. Reis, & F. Silva (Eds.), Cibertextualidades, 4, Ensino à Distância: Desafios Pedagógicos (pp. 73-88).
]Search in Google Scholar
[
Saeed, S., & Zyngier, D. (2012). How motivation influences student engagement: A qualitative case study. Journal of Education and Learning, 1(2), 252-267. . https://doi.org/10.5539/jel.v1n2p25210.5539/jel.v1n2p252
]Search in Google Scholar
[
Sarı, A., & Akınoğlu, O. (2009). Öz-düzenlemeli öğrenme: Modeller ve uygulamalar. M.Ü. Atatürk Eğitim Fakültesi Eğitim Bilimleri Dergisi, 29, 139-154.
]Search in Google Scholar
[
Schmidt, S. J. (2020). Distracted learning: Big problem and golden opportunity. Journal of Food Science Education, 19(4), 278-291.10.1111/1541-4329.12206
]Search in Google Scholar
[
Schunk D. H. (1989). Social cognitive theory and self-regulated learning. In B. J. Zimmerman, & D. H. Schunk (Eds.), Self-regulated learning and academic achievement. Springer Series in Cognitive Development. New York, NY: Springer. https://doi.org/10.1007/978-1-4612-3618-4_410.1007/978-1-4612-3618-4_4
]Search in Google Scholar
[
Schunk, D. H., & Pajares, F. (2010). Self-efficacy beliefs. In P. Peterson, E. Baker, & B. McGaw (Eds.), International Encyclopedia of Education (3rd Edition). Elsevier. https://doi.org/10.1016/B978-0-08-044894-7.00620-510.1016/B978-0-08-044894-7.00620-5
]Search in Google Scholar
[
Schunk, D. H., & Zimmerman, B. J. (Eds.). (1998). Selfregulated learning: From teaching to self-reflective practice. New York: Guilford Press.
]Search in Google Scholar
[
Sharma, S., Dick, G., Chin, W., & Land, L. (2007). Self-regulation and e-learning. Proceedings of the Fifteenth European Conference on Information Systems, ECIS, St. Gallen, Switzerland.
]Search in Google Scholar
[
Soualmia, M. (2010). Third-year students’ difficulties in translating (Doctoral dissertation). Constantine, Algeria: Mentouri University.
]Search in Google Scholar
[
Spiro, R., Coulson, R., Feltovich, P., & Anderson, D. (1988). Cognitive Flexibility Theory: Advanced Knowledge Acquisition in Ill-Structured Domains. Center for the Study of Reading. Technical Report No. 441, College of Education, University of Illinois at Urbana-Champaign.
]Search in Google Scholar
[
Tavoulari, K., Paraskeva, F., & Choustoulakis, E. (2011). Using cognitive flexibility theory as an instructional and collaborative model for teaching students in higher education. In EdMedia+ Innovate Learning (pp. 2599-2604). Association for the Advancement of Computing in Education (AACE).
]Search in Google Scholar
[
Torrano Montalvo, F., & González Torres, M. (2004). Self-regulated learning: Current and future directions. Electronic Journal of Research in Educational Psychology, 2(1), 1-34.
]Search in Google Scholar
[
Wandler, J., & Imbriale, W. (2017). Promoting undergraduate student self-regulation in online learning environments. Online Learning 21(2), 1-16.. https://doi.org/10.24059/olj.v21i2.88110.24059/olj.v21i2.881
]Search in Google Scholar
[
Williams, A., Birch, E., & Hancock, P. (2012). The impact of online lecture recordings on student performance. Australasian Journal of Educational Technology, 28(2), 1-24.10.14742/ajet.869
]Search in Google Scholar
[
Yan, Z. (2020). Self-assessment in the process of self-regulated learning and its relationship with academic achievement. Assessment & Evaluation in Higher Education, 45(2), 224-238. https://doi.org/10.1080/02602938.2019.162939010.1080/02602938.2019.1629390
]Search in Google Scholar
[
Young, M. R. (2005). The motivational effects of the classroom environment in facilitating self-regulated learning. Journal of Marketing Education, 27(1), 25-40.10.1177/0273475304273346
]Search in Google Scholar
[
Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory into practice, 41(2), 64-70.10.1207/s15430421tip4102_2
]Search in Google Scholar
[
Zimmerman, B. J. (1989). A social cognitive view of self-regulated academic learning. Journal of Educational Psychology, 81(3), 329.10.1037/0022-0663.81.3.329
]Search in Google Scholar
[
Zimmerman, B. J. (2000). Attaining self-regulation: A social cognitive perspective. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of Self-Regulation (pp. 13-40). San Diego, CA: Academic Press. https://doi.org/10.1016/b978-012109890-2/50031-710.1016/B978-012109890-2/50031-7
]Search in Google Scholar
