Márta Sobocinski

How do types of interaction and phases of self-regulated learning set a stage for collaborative engagement?

Sanna Järvelä, Hanna Järvenoja, Jonna Malmberg et al. · Learning and Instruction · 2016 · 207 citations

Education, Educational Psychology, Instruction +13

What multimodal data can tell us about the students’ regulation of their learning process?

Sanna Järvelä, Jonna Malmberg, Eetu Haataja et al. · Learning and Instruction · 2019 · 144 citations · Full text

Education, Educational Psychology, Educational Technology +15

Multimodal data indicators for capturing cognitive, motivational, and emotional learning processes: A systematic literature review

Omid Noroozi, Héctor J. Pijeira‐Díaz, Márta Sobocinski et al. · Education and Information Technologies · 2020 · 90 citations · Full text

Education, Educational Psychology, Psychology +14

How does monitoring set the stage for adaptive regulation or maladaptive behavior in collaborative learning?

Márta Sobocinski, Sanna Järvelä, Jonna Malmberg et al. · Metacognition and Learning · 2020 · 69 citations · Full text

Social Sciences, Educational Psychology, Psychology +15

Exploring temporal sequences of regulatory phases and associated interactions in low- and high-challenge collaborative learning sessions

Márta Sobocinski, Jonna Malmberg, Sanna Järvelä · Metacognition and Learning · 2017 · 61 citations

Education, Educational Psychology, Instruction +15