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Artykuły w czasopismach na temat "Self-regulated learning strategies"
TEZCI, Erdogan, Fahri SEZER, Sumer AKTAN i Ugur GURGAN. "Do Lifestyles Shape Self-Regulated Learning Strategies?" Eurasian Journal of Educational Research 16, nr 65 (6.10.2016): 1–35. http://dx.doi.org/10.14689/ejer.2016.65.14.
Pełny tekst źródłaMesarosova, Margita. "Relationship among the Verbal Competence, Self-Regulated Learning Strategies, and Professional Interests". New Trends and Issues Proceedings on Humanities and Social Sciences 2, nr 6 (6.04.2017): 57–65. http://dx.doi.org/10.18844/gjhss.v2i6.1431.
Pełny tekst źródłaBen-Eliyahu, Adar, i Lisa Linnenbrink-Garcia. "Extending self-regulated learning to include self-regulated emotion strategies". Motivation and Emotion 37, nr 3 (15.12.2012): 558–73. http://dx.doi.org/10.1007/s11031-012-9332-3.
Pełny tekst źródłaERGEN, Binnur, i Sedat KANADLI. "The Effect of Self-Regulated Learning Strategies on Academic Achievement: A Meta-Analysis Study". Eurasian Journal of Educational Research 17, nr 69 (20.05.2017): 55–74. http://dx.doi.org/10.14689/ejer.2017.69.4.
Pełny tekst źródłaGravill, Jane, i Deborah Compeau. "Self-regulated learning strategies and software training". Information & Management 45, nr 5 (lipiec 2008): 288–96. http://dx.doi.org/10.1016/j.im.2008.03.001.
Pełny tekst źródłaAnthonysamy, Lilian, Koo Ah Choo i Hew Soon Hin. "INVESTIGATING SELF-REGULATED LEARNING STRATEGIES FOR DIGITAL LEARNING RELEVANCY". Malaysian Journal of Learning and Instruction 18, Number 1 (31.01.2021): 29–64. http://dx.doi.org/10.32890/mjli2021.18.1.2.
Pełny tekst źródłaParis, Scott G., i Evelyn R. Oka. "Self-Regulated Learning among Exceptional Children". Exceptional Children 53, nr 2 (październik 1986): 103–8. http://dx.doi.org/10.1177/001440298605300201.
Pełny tekst źródłaThomas, Nathan, i Heath Rose. "Do Language Learning Strategies Need to Be Self‐Directed? Disentangling Strategies From Self‐Regulated Learning". TESOL Quarterly 53, nr 1 (22.08.2018): 248–57. http://dx.doi.org/10.1002/tesq.473.
Pełny tekst źródłaMarini, Janete Aparecida da Silva, i Evely Boruchovitch. "Self-Regulated Learning in Students of Pedagogy1". Paidéia (Ribeirão Preto) 24, nr 59 (grudzień 2014): 323–30. http://dx.doi.org/10.1590/1982-43272459201406.
Pełny tekst źródłaWirth, Joachim. "Promoting Self-Regulated Learning Through Prompts". Zeitschrift für Pädagogische Psychologie 23, nr 2 (styczeń 2009): 91–94. http://dx.doi.org/10.1024/1010-0652.23.2.91.
Pełny tekst źródłaRozprawy doktorskie na temat "Self-regulated learning strategies"
Ng, Man-him. "Self-regulated learning strategies of mathematically gifted students". Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B37235096.
Pełny tekst źródłaNg, Man-him, i 吳文謙. "Self-regulated learning strategies of mathematically gifted students". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B37235096.
Pełny tekst źródłaBrasser, Angela L. "Social learning strategies| A qualitative study of self-regulated learning". Thesis, Capella University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3702736.
Pełny tekst źródłaThis qualitative study examined low achieving online learners' uses of social self-regulated learning strategies. Research has shown that low achieving online learners lack strategies for self-regulated learning, which directly relates to their lack of achievement. Social self-regulated learning strategies examined in this study included help seeking, social comparison and social interactions. As learners constructed meaning and struggled with content, interactions between learners and peers, the instructor/instructor's assistant, technical support, and materials facilitated the process. Low achieving online learners resisted utilizing social self-regulated learning strategies. However, according to the research, little data was collected from low achieving online learners directly. This study asked low achieving online learners to describe their experiences, through semi-structured interviews. Barriers to social self-regulated learning strategies included poor attitudes, internet addiction, and exterior blame, according to the research. Self-regulated learning, in general, is linked to higher achievement. This study found that low achieving online learners lacked the use of social self-regulated learning strategies. Additionally, participants lacked help seeking behaviors, experienced social isolation, and held negative views of their classmates and instructor. The findings in this study may assist instructional designers to increase opportunities for social self-regulated learning in online courses, which may, in turn, increase achievement.
Cho, Moon-Heum. "The development of online self-regulated learning model and initial validation of human interaction component of online self-regulated learning". Diss., Columbia, Mo. : University of Missouri-Columbia, 2008. http://hdl.handle.net/10355/6092.
Pełny tekst źródłaThe entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on June 19, 2009) Includes bibliographical references.
Mofokeng, Modumo Jonas. "The relation between self-regulated learning, self-efficacy, learning strategies and academic achievement / Modumo Jonas Mofokeng". Thesis, Potchefstroom University for Christian Higher Education, 1996. http://hdl.handle.net/10394/7859.
Pełny tekst źródłaSkripsie (MEd (Psigo-Opvoedkunde))--PU vir CHO, 1996
Wang, Chuang. "Self-regulated learning strategies and self-efficacy beliefs of children learning English as a second language". The Ohio State University, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=osu1091546670.
Pełny tekst źródłaMalmberg, J. (Jonna). "Tracing the process of self-regulated learning – students’ strategic activity in g/nStudy learning environment". Doctoral thesis, Oulun yliopisto, 2014. http://urn.fi/urn:isbn:9789526204703.
Pełny tekst źródłaTiivistelmä Tässä väitöskirjassa tutkitaan oppilaiden itsesäätöisen ja strategisen oppimisen ilmenemistä oppimisprosessin aikana. Tutkimuksessa hyödynnetään g/nStudy- oppimisympäristöä, jonka avulla on mahdollista tukea ja jäljittää oppimisen strategista toimintaa. g/nStudy-oppimisympäristö tallentaa lokidataa, joka on tarkkaa ajallista informaatiota siitä toiminnasta, jota oppilas tekee työskentelynsä aikana. Toisin sanoen, lokidatasta on mahdollista jäljittää ne tiedot, jotka reflektoivat strategista – ja itsesäätöistä oppimista. Erityisenä mielenkiinnon kohteena oli selvittää miten lokidatasta voi löytää strategisia oppimisen toimintamalleja, ja miten nämä strategiset oppimisen toimintamallit vaihtelevat oppilaiden, oppilasryhmien ja erilaisten oppimisen tilanteiden aikana. Väitöstutkimus muodostuu kolmesta erillisestä tutkimusaineistosta. Jokaisessa kolmessa aineistossa on hyödynnetty g/nStudy-teknologian mahdollisuuksia tukea ja jäljittää itsesäätöistä oppimista. Tutkimusaineiston analyysissä hyödynnetään mikroanalyyttista lähestymistapaa sekä laadullista tutkimusotetta. Tutkimuksen analyyttinen lähestymistapa antaa mahdollisuuden ymmärtää itsesäätöisen- ja strategisen oppimisen ilmenemistä aidossa oppimistilanteessa. Tutkimustulokset osoittavat, että oppimisympäristöön sisällytettyjä teknologisia työkaluja voidaan käyttää tukemaan itsesäätöistä ja strategista toimintaa. Sen lisäksi samoja työkaluja voidaan käyttää myös menetelmällisenä välineenä tutkittaessa itsesäätöistä – ja strategista toimintaa erilaisissa oppimistilanteissa. Tutkimus -tulokset osoittavat, että oppimisen strategiset toimintamallit vaihtelivat oppilaiden – ja oppimistilanteiden välillä. Oppimisen strategisissa toimintamalleissa oli myös laadullisia eroja sen suhteen, miten usein ne ilmenivät oppimisprosessin aikana ja mistä strategisista toiminnoista ne koostuivat. Johtopäätöksenä voi todeta, että lokidatan käyttäminen tutkimusmenetelmänä edesauttaa paljastamaan opiskelun strategisia toimintamalleja oppilaiden – ja oppilasryhmien välillä. Tutkimuksen perusteella voidaan todeta, että strategiset toimintamallit voivat olla hyvinkin monimuotoisia. On tärkeää tunnistaa, missä tilanteissa ja milloin näitä toimintamalleja käytetään ja erityisesti mikä on niiden vaikutus oppimisen laatuun
Ao, Man-Chih, i res cand@acu edu au. "The Effect of the Use of Self-Regulated Learning Strategies on College Students' Performance and Satisfaction in Physical Education". Australian Catholic University. Education (Victoria), 2006. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp117.25102006.
Pełny tekst źródłaAu, Oi-na Anna. "Self-regulated learning of secondary students in Hong Kong: a comparison of high and low achievers". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B29791492.
Pełny tekst źródłaNieuwoudt, Susanna Maria. "Strategiese onderrig en leer van skoolwiskunde in 'n videoklasstelsel / Susanna Maria Nieuwoudt". Thesis, Potchefstroom University for Christian Higher Education, 2003. http://hdl.handle.net/10394/6.
Pełny tekst źródłaKsiążki na temat "Self-regulated learning strategies"
Kornell, Nate, i Bridgid Finn. Self-Regulated Learning. Redaktorzy John Dunlosky i Sarah (Uma) K. Tauber. Oxford University Press, 2016. http://dx.doi.org/10.1093/oxfordhb/9780199336746.013.23.
Pełny tekst źródłaStefaniak, Jill E. Self-Regulated Learners: Strategies, Performance, and Individual Differences. Nova Science Publishers, Incorporated, 2018.
Znajdź pełny tekst źródłaCreating Self-Regulated Learners: Strategies to Strengthen Students’ Self-Awareness and Learning Skills. Stylus Publishing, 2013.
Znajdź pełny tekst źródłaNilson, Linda B. Creating Self-Regulated Learners: Strategies to Strengthen Students’ Self-Awareness and Learning Skills. Stylus Publishing, 2013.
Znajdź pełny tekst źródłaCleary, Timothy J. Self-Regulated Learning Guide: Teaching Students to Think in the Language of Strategies. Taylor & Francis Group, 2018.
Znajdź pełny tekst źródłaSeli, Helena, i Myron H. Dembo. Motivation and Learning Strategies for College Success: A Focus on Self-Regulated Learning. Taylor & Francis Group, 2016.
Znajdź pełny tekst źródłaSeli, Helena, i Myron H. Dembo. Motivation and Learning Strategies for College Success: A Focus on Self-Regulated Learning. Taylor & Francis Group, 2019.
Znajdź pełny tekst źródłaSeli, Helena, i Myron H. Dembo. Motivation and Learning Strategies for College Success: A Focus on Self-Regulated Learning. Taylor & Francis Group, 2016.
Znajdź pełny tekst źródłaSeli, Helena, i Myron H. Dembo. Motivation and Learning Strategies for College Success: A Focus on Self-Regulated Learning. Taylor & Francis Group, 2019.
Znajdź pełny tekst źródłaSeli, Helena, i Myron H. Dembo. Motivation and Learning Strategies for College Success: A Focus on Self-Regulated Learning. Taylor & Francis Group, 2019.
Znajdź pełny tekst źródłaCzęści książek na temat "Self-regulated learning strategies"
Lewis, Evelyn. "Online Self-Regulated Learning Strategies". W Encyclopedia of Teacher Education, 1–6. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-1179-6_114-1.
Pełny tekst źródłaCleary, Timothy J. "Strategies: Tools for Directing the SRL Loop". W The Self-Regulated Learning Guide, 37–49. New York: Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315693378-4.
Pełny tekst źródłaPammer, Maria, Juliana Pattermann i Stephan Schlögl. "Self-regulated Learning Strategies and Digital Interruptions in Webinars". W Communications in Computer and Information Science, 51–62. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-81350-5_5.
Pełny tekst źródłaWinne, Philip H. "Learning Strategies, Study Skills, and Self-Regulated Learning in Postsecondary Education". W Higher Education: Handbook of Theory and Research, 377–403. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-5836-0_8.
Pełny tekst źródłade la Fuente, Jesús, Lucía Zapata, José Manuel Martínez-Vicente, Paul Sander i Dave Putwain. "Personal Self-regulation, Self-regulated Learning and Coping Strategies, in University Context with Stress". W Intelligent Systems Reference Library, 223–55. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-11062-2_9.
Pełny tekst źródłaPedrosa, Daniela, José Cravino, Leonel Morgado i Carlos Barreira. "Self-regulated Learning in Computer Programming: Strategies Students Adopted During an Assignment". W Communications in Computer and Information Science, 87–101. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-41769-1_7.
Pełny tekst źródłaFreihofner, Ulla, Chris Campbell i Simone Smala. "Digital Tool Use and Self-Regulated Strategies in a Bilingual Online Learning Environment". W Digital Technologies: Sustainable Innovations for Improving Teaching and Learning, 131–46. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-73417-0_8.
Pełny tekst źródłaDavis, Dan, Guanliang Chen, Tim van der Zee, Claudia Hauff i Geert-Jan Houben. "Retrieval Practice and Study Planning in MOOCs: Exploring Classroom-Based Self-regulated Learning Strategies at Scale". W Adaptive and Adaptable Learning, 57–71. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-45153-4_5.
Pełny tekst źródłaPérez-Álvarez, Ronald, Jorge J. Maldonado-Mahauad, Diego Sapunar-Opazo i Mar Pérez-Sanagustín. "NoteMyProgress: A Tool to Support Learners’ Self-Regulated Learning Strategies in MOOC Environments". W Data Driven Approaches in Digital Education, 460–66. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-66610-5_43.
Pełny tekst źródłaBouchet, François, Jason M. Harley i Roger Azevedo. "Impact of Different Pedagogical Agents’ Adaptive Self-regulated Prompting Strategies on Learning with MetaTutor". W Lecture Notes in Computer Science, 815–19. Berlin, Heidelberg: Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-39112-5_120.
Pełny tekst źródłaStreszczenia konferencji na temat "Self-regulated learning strategies"
Hsu, Pi-Ying. "Self-Regulated Learning Strategies in Technology-Enhanced Learning". W IC4E 2020: 2020 the 11th International Conference on E-Education, E-Business, E-Management, and E-Learning. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3377571.3377579.
Pełny tekst źródłaFalkner, Katrina, Rebecca Vivian i Nickolas J. G. Falkner. "Identifying computer science self-regulated learning strategies". W the 2014 conference. New York, New York, USA: ACM Press, 2014. http://dx.doi.org/10.1145/2591708.2591715.
Pełny tekst źródłaAinscough, Louise, Richard Leung, Kay Colthorpe i Tracey Langfield. "Characterizing university students’ self-regulated learning behavior using dispositional learning analytics". W Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9153.
Pełny tekst źródłaShih, Hui-Ru, Wei Zheng, Evelyn J. Leggette i Gordon Skelton. "Enhancing Student Performance by Promoting Self-Regulated Learning". W ASME 2011 International Mechanical Engineering Congress and Exposition. ASMEDC, 2011. http://dx.doi.org/10.1115/imece2011-62446.
Pełny tekst źródłaParaskeva, F. "Self-regulated learning strategies and computer self-efficacy in IT courses". W DATA MINING & INFORMATION ENGINEERING 2007. Southampton, UK: WIT Press, 2007. http://dx.doi.org/10.2495/data070231.
Pełny tekst źródła"Online Self-regulated Learning Strategies for College English Learners". W 2018 2nd International Conference on e-Education, e-Business and Information Management. Clausius Scientific Press, 2018. http://dx.doi.org/10.23977/eeim.2018.042.
Pełny tekst źródłaOzteke Kozan, Hatice Irem, Sahin Kesici i Mustafa Baloglu. "THE PREDICTION OF TEST ANXIETY BY SELF-REGULATED LEARNING STRATEGIES". W 3rd Teaching & Education Conference, Barcelona. International Institute of Social and Economic Sciences, 2016. http://dx.doi.org/10.20472/tec.2016.003.019.
Pełny tekst źródłaShih, Hui-Ru, Wei Zheng, Pao-Chiang Yuan i Richterica Tukiya Ford. "Development of Self Regulation Skills and Academic Self-Efficacy Beliefs". W ASME 2015 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2015. http://dx.doi.org/10.1115/imece2015-50343.
Pełny tekst źródłaChen, Bodong, Yizhou Fan, Guogang Zhang i Qiong Wang. "Examining motivations and self-regulated learning strategies of returning MOOCs learners". W LAK '17: 7th International Learning Analytics and Knowledge Conference. New York, NY, USA: ACM, 2017. http://dx.doi.org/10.1145/3027385.3029448.
Pełny tekst źródłaChechi, Vijay Kumar, i Jyoti Bhalla. "Invigorating self-regulated learning strategies of mathematics among higher education students". W RECENT ADVANCES IN FUNDAMENTAL AND APPLIED SCIENCES: RAFAS2016. Author(s), 2017. http://dx.doi.org/10.1063/1.4990335.
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