Development of student self-regulated learning in middle-school classrooms

Development of student self-regulated learning in middle-school classrooms

Students who engage in self regulated learning have been consistently found to employ deeper cognitive processing and attain higher academic achievement (Anderman & Maehr, 1994; VanderStoep, Pintrich, & Fagerlin. 1996). The present study extended self-regulation research by looking at the de...

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Bibliographic Details
Main Author: Heater, Jill Alexandra
Other Authors: Walsh, William John Charles
Language:English
en
Published: 2009
Subjects:
motivation
education
academic achievement
UVic Subject Index::Humanities and Social Sciences::Education::Educational psychology
Online Access:http://hdl.handle.net/1828/1959

Internet

http://hdl.handle.net/1828/1959

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