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Fostering self-regulated learning in intervention and regular teaching

Published inJournal of cognitive education and psychology, vol. 12, no. 2, p. 127-252
Publication date2013
Abstract

In this special issue we have collected a series of studies that are innovative and diverse in terms of the lens through which they look at ways of fostering self-regulated skills. Methods of fostering SRL can be as diverse as using self-addressed prompts (Kramarski, Weiss, & Sharon); establishing an inquiry-based intervention led by students (Moote, Williams, & Sproule); exposing preservice teachers to scientific theories of SR and the use of self-evaluation inventories (Boruchovitch & Ganda), setting a certain level of teaching quality (i.e., a positive classroom context; Rieser, Fauth, Decristan, Klieme, & Büttner); promoting “successful intelligence” (Zbainos, Karoumpali, & Kentouri); and encouraging SRL strategies during the assessment of cognitive abilities (Teo & Roodenburg).

Keywords
  • Self-regulated learning
  • Metacognition
  • Cognitive education
  • Intelligence
Citation (ISO format)
HESSELS, Marco G.P., (ed.). Fostering self-regulated learning in intervention and regular teaching. In: Journal of cognitive education and psychology, 2013, vol. 12, n° 2, p. 127–252.
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Identifiers
  • PID : unige:29363
ISSN of the journal1810-7621
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Creation08/13/2013 10:40:00 AM
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Update time03/14/2023 8:22:47 PM
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