Improving Measurements of Self-Regulated Learning

Educational Psychologist - Tập 45 Số 4 - Trang 267-276 - 2010
Philip H. Winne1
1Faculty of Education, Simon Fraser University, Burnaby, Canada

Tóm tắt

Từ khóa


Tài liệu tham khảo

10.1080/00461520.2010.517740

10.1080/00461520.2010.515934

Baron J., 2008, Thinking and deciding, 4

10.1037/0033-295X.110.2.203

Cliff N., 1982, Statistical and methodological issues in psychology and social sciences research, 59

10.1080/00461520.2010.515933

10.1080/00461520.2010.515935

10.1080/00461520.2010.515932

10.1037/0022-0663.93.3.477

10.1111/j.1467-8721.2009.01644.x

Karabenick S. A., 2007, Educational Psychologist, 42, 139, 10.1080/00461520701416231

10.1037/0096-3445.132.4.530

10.1016/j.cedpsych.2007.03.001

10.1037/0033-295X.109.2.330

10.1007/s11409-007-9008-7

Simon H. A., 1981, The sciences of the artificial, 2

10.1037/0022-006X.59.2.205

10.1007/BF00120978

10.1007/BF00051747

10.1037/0022-0663.89.3.397

10.1207/s15326985ep4101_3

Winne P. H., Handbook of self-regulation of learning and performance

Winne P. H., 1998, Metacognition in educational theory and practice, 277

Winne P. H., 2008, Motivation and self-regulated learning: Theory, research, and applications, 297

Winne P. H., International handbook of metacognition and learning technologies

Winne P. H., 2002, Advances in motivation and achievement: New directions in measures and methods, 12, 121

Winne P. H., 2009, Handbook of metacognition in education, 259

10.1016/B978-012109890-2/50045-7

Winne P. H., Assessment of higher-order thinking skills

Zhou M., 2010, Modeling academic achievement by self-reported versus traced goal orientation