Self-regulated Learning in Action
Author:
Publisher
Springer International Publishing
Link
http://link.springer.com/content/pdf/10.1007/978-3-319-90928-8_13
Reference21 articles.
1. Baker, S. K., Chard, D. J., Ketterlin-Geller, L. R., Apichatabutra, C., & Doabler, C. (2009). Teaching writing to at-risk students: The quality of evidence for self-regulated strategy development. Exceptional Children, 75, 303–318.
2. Braaksma, M., Rijlaarsdam, G., & Van den Bergh, H. (2002). Observational learning and the effects of model-observer similarity. Journal of Educational Psychology, 94, 405–415.
3. DiBenedetto, M. K. (2018/this volume). Self-regulation in secondary classrooms: Theoretical and research applications to learning and performance. In M. K. DiBenedetto (Ed.), Connecting self-regulated learning and performance with instruction across high school content areas. Dordrecht, The Netherlands: Springer International Publishing.
4. Ferretti, R. P., Andrews-Weckerly, S., & Lewis, W. E. (2009). Do goals affect the structure of student’s argumentative writing strategies? Journal of Educational Psychology, 101(3), 577–589.
5. Fleming, V. M. (2002). Improving students’ exam performance by introducing study strategies and goal setting. Teaching of Psychology, 29(2), 115–118.
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