@article{Code2021b,

title = {Academic success online: Mediating the effects of personality and self-efficacy in online learning},

author = {J Code and N Zap and R Ralph},

year  = {2021},

date = {2021-11-01},

urldate = {2021-11-01},

journal = {International Journal on E-Learning},

keywords = {},

pubstate = {forthcoming},

tppubtype = {article}

}

@article{Code2020d,

title = {Representations of agency emergence in learning analytics},

author = {J Code},

year  = {2020},

date = {2020-07-26},

urldate = {2020-07-26},

journal = {Manuscript in Preparation},

keywords = {},

pubstate = {forthcoming},

tppubtype = {article}

}

@article{code2020agency,

title = {Agency for learning: Intention, motivation, self-efficacy and self-regulation},

author = {J Code},

doi = {10.3389/feduc.2020.00019},

year  = {2020},

date = {2020-02-26},

urldate = {2020-02-26},

booktitle = {Frontiers in Education},

journal = {Frontiers in Education},

volume = {5},

pages = {19},

organization = {Frontiers},

abstract = {Agency is inherent in students’ ability to regulate, control, and monitor their own learning. A learners’ effectiveness in regulating their cognitive, affective, and behavioural processes as they interact within the learning environment is critical to their academic success. This article advances a theory of learner agency, or agency for learning (AFL), as an emergent capacity that is intentional, self-generated, and reactive to social factors in the learning context. This article further traces the development of the Agency for Learning Questionnaire (AFLQ) and examines the internal consistency, predictive validity, and psychometric properties covering four dimensions of agentic functioning including intentionality (planfulness, decision competence), forethought (intrinsic and extrinsic motivation), self-regulation, and self-efficacy. The results of this research demonstrate that the AFLQ provides a reliable, valid, multidimensional measure of AFL based on existing theoretical and empirical findings, advancing both theory and practice. Understanding how agency develops and emerges within learning environments is a key factor in identifying why learning occurs enabling educational psychologists to potentially identify, measure, and study agentic processes in the context of learning across a variety of research designs.},

keywords = {},

pubstate = {published},

tppubtype = {article}

}

@article{Code2016,

title = {Open badges in online learning environments: Peer feedback and formative assessment as an engagement intervention for promoting agency},

author = {S Hatzipanagos and J Code},

year  = {2016},

date = {2016-01-01},

urldate = {2016-01-01},

journal = {Journal of Educational Multimedia and Hypermedia},

volume = {25},

number = {2},

pages = {127-142},

keywords = {},

pubstate = {published},

tppubtype = {article}

}