Core Components and Empirical Foundation of the Self-Regulation Empowerment Program (SREP) in School-Based Contexts

Author:

Cleary Timothy J.

Publisher

Springer International Publishing

Reference24 articles.

1. Artino, A. R., Cleary, T. J., Dong, T., Hemmer, P. A., & Durning, S. J. (2014). Exploring clinical reasoning in novices: A self-regulated learning microanalytic assessment approach. Medical Education, 48(3), 280–291. https://doi.org/10.1111/medu.12303

2. Borkowski, J., Weyhing, R., & Carr, M. (1988). Effects of attributional retraining on strategy-based reading comprehension in learning-disabled students. Journal of Educational Psychology, 80(1), 46–53.

3. Cleary, T. J. (Ed.). (2015). Self-regulated interventions with at-risk youth: Enhancing adaptability, performance, and well-being. Washington, D.C.: American Psychological Association.

4. Cleary, T. J., Kitsantas, A., Pape, S. L., & Slemp, J. (2018). Integration of socialization influences and the development of self-regulated learning (SRL) skills: A social-cognitive perspective. In G. A. D. Alief & D. McInerney (Eds.), Big Theories Revisited (2nd ed., pp. 269–294). Charlotte, NC: Information Age Publishing.

5. Cleary, T. J., & Platten, P. (2013). Examining the correspondence between self-regulated learning and academic achievement: A case study analysis [special issue]. Educational Research International, 2013, 272560.

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