Emerging Trends in Research on Self-Regulated Learning and Implications for Education: An Introduction to the Special Issue
Author:
Affiliation:
1. Department of Psychology, Texas Christian University, Fort Worth, TX 76129, USA
2. Department of Psychology, Virginia Wesleyan University, Virginia Beach, VA 23455, USA
Abstract
Funder
James S. McDonnell Foundation 21st Century Science Initiative in Understanding Human Cognition
Publisher
MDPI AG
Subject
Cognitive Neuroscience,Developmental and Educational Psychology,Education,Experimental and Cognitive Psychology
Link
https://www.mdpi.com/2079-3200/11/3/52/pdf
Reference17 articles.
1. Agenda-based regulation of study-time allocation: When agendas override item-based monitoring;Ariel;Journal of Experimental Psychology: General,2009
2. Babineau, Addison L., Witherby, Amber E., Ariel, Robert, Pelch, Michael A., and Tauber, Sarah K. (2022). Do domain knowledge and retrieval practice predict students’ study order decisions?. Journal of Intelligence, 10.
3. On students’ (mis)judgments of learning and teaching effectiveness;Carpenter;Journal of Applied Research in Memory and Cognition,2020
4. Overconfidence produces underachievement: Inaccurate self-evaluations undermine students’ learning and retention;Dunlosky;Learning and Instruction,2012
5. Self-regulated learning and the allocation of study time;Ross;Psychology of Learning and Motivation,2011
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