......self-regulatory capabilities and achievement (see, for example, Pajares, 1996; Isaacson & Fujita, 2001; Schwartz & Gredler, 1997; Zimmerman & Bandura, 1994). Some studies, however, indicate that not all students actively guide and manage their......
...Abstract The degree to which students accurately self-assess knowledge, competence, skills, and academic preparedness is related to students' ability to self-regulate learning. Prior research indicates that students who are more accurate in their self-assessments frequently perform at higher levels...
...This study investigated the effects of a goal-setting intervention on students' perceptions of their use of different types of self-regulatory skills (General Organization/Planning, Task Preparation Strategies, Environmental Structuring, Recall Ability, and Typical Study Strategies). Using...
...Abstract. Constructivism, a multifaceted philosophical position on the nature of knowledge and educational practice, has recently emerged both in the literature on learning and in school reform efforts, despite no strong supporting research base. At present, four major perspectives on...
......self-regulatory capabilities and achievement (see, for example, Pajares, 1996; Isaacson & Fujita, 2001; Schwartz & Gredler, 1997; Zimmerman & Bandura, 1994). Some studies, however, indicate that not all students actively guide and manage their......
...Abstract The degree to which students accurately self-assess knowledge, competence, skills, and academic preparedness is related to students' ability to self-regulate learning. Prior research indicates that students who are more accurate in their self-assessments frequently perform at higher levels...
...This study investigated the effects of a goal-setting intervention on students' perceptions of their use of different types of self-regulatory skills (General Organization/Planning, Task Preparation Strategies, Environmental Structuring, Recall Ability, and Typical Study Strategies). Using...
...Abstract. Constructivism, a multifaceted philosophical position on the nature of knowledge and educational practice, has recently emerged both in the literature on learning and in school reform efforts, despite no strong supporting research base. At present, four major perspectives on...
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