Beliefs about the self-regulation of learning predict cognitive and metacognitive strategies and academic performance in pre-service teachers
Author:
Publisher
Springer Science and Business Media LLC
Subject
Education
Link
https://link.springer.com/content/pdf/10.1007/s11409-020-09258-0.pdf
Reference97 articles.
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2. Artzt, A. F., & Armour-Thomas, E. (1998). Mathematics teaching as problem solving: a framework for studying teacher metacognition underlying instructional practice in mathematics. Instructional Science, 26(1), 5–25. https://doi.org/10.1023/A:1003083812378.
3. Askell-Williams, H., Lawson, M., & Skrzypiec, G. (2012). Scaffolding cognitive and metacognitive strategy instruction in regular class lessons. An International Journal of the Learning Sciences, 40(2), 413–443. https://doi.org/10.1007/s11251-011-9182-5.
4. Basturkmen, H. (2012). Review of research into the correspondence between language teachers’ stated beliefs and practices. System, 40(2), 282–295. https://doi.org/10.1016/j.system.2012.05.001.
5. Bjork, R. A., Dunlosky, J., & Kornell, N. (2013). Self-regulated learning: beliefs, techniques, and illusions. Annual Review of Psychology, 64, 417–444.
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