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Learning to learn; why not be explicit in the classroom? part of SERC Print Resource Collection
Abstract: Recent educational trends emphasize learning that is active, student-centered, and collaborative. The perceived pressure to 'cover content' in courses often favors traditional lecture ...

Research on Learning: Affective Domain:Self-Efficacy, Ways Of Learning:Cooperative Learning, Instructional Design, Affective Domain:Student Attitudes, Student Motivation, Cognitive Domain:Knowledge Transfer, Cognitive Development:Bloom's Taxonomy, Cognitive Domain:Metacognition
Subject: Education, Psychology

Motivation and self-regulated learning: Theory, research, and applications part of SERC Print Resource Collection
Abstract: This volume focuses on the role of motivational processes--such as goals, attributions, self-efficacy, outcome expectations, self-concept, self-esteem, social comparisons, emotions, values, ...

Research on Learning: Affective Domain:Student Attitudes, Self-Efficacy, Student Motivation, Cognitive Domain:Metacognition
Subject: Psychology, Education

Self-Regulation and Effort Investment part of SERC Print Resource Collection
Abstract: In the first section of this chapter I argue that laypeople and researchers still have a hazy sense of what self-regulation entails. I highlight recent conceptualizations and empirical ...

Research on Learning: Affective Domain:Student Motivation, Cognitive Domain:Metacognition
Subject: Education, Psychology

Self-Regulation in the Classroom: A Perspective on Assessment and Intervention part of SERC Print Resource Collection
Abstract: There is no simple and straightforward definition of the construct of self-regulated learning. Theorists in educational psychology have narrowed the scope of students' capability to ...

Research on Learning: Affective Domain:Student Motivation, Cognitive Domain:Metacognition
Subject: Education, Psychology

Self-regulation involves more than metacognition: A social cognitive perspective. part of SERC Print Resource Collection
Abstract: Considers the issues that P. H. Winne found troubling about student failures to self-regulate effectively from a social cognitive perspective. From this viewpoint, self-regulation (SRG) ...

Research on Learning: Affective Domain:Self-Efficacy, Student Motivation, Cognitive Domain:Metacognition
Subject: Psychology, Education

Differences in learning and study strategies between high and low achieving university students: A Hong Kong study part of SERC Print Resource Collection
Abstract: This study aims to investigate the differences between high and low academic achieving Hong Kong University students in terms of learning and study strategies. A total of 180 Hong Kong ...

Research on Learning: Affective Domain:Student Attitudes, Student Motivation, Cognitive Domain
Subject: Psychology, Education


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