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Student differences in self-regulated learning: Relating grade, sex, and giftedness to self-efficacy and strategy use.
Journal of Educational Psychology · 1990 · Vol. 82(1) · pp. 51–59
Abstract
El presente documento corresponde a una tesis doctoral en educación que investiga el efecto de una estrategia pedagógica basada en promover el automonitoreo por medio de un andamiaje metacognitivo computacional, sobre las habilidades metacognitivas y el logro de aprendizaje en estudiantes de medicina con diferentes tipos de estilo cognitivo y estilo de aprendizaje.
Innovative Teaching and Learning MethodsParental Involvement in EducationEducation, Achievement, and GiftednessPsychologySelf-efficacyDevelopmental psychologyAcademic achievementSelf-regulated learningCognitive psychologyMathematics educationSocial psychology
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References
Construct validation of a strategy model of student self-regulated learning.
Journal of Educational Psychology · 1988 · 985 citations
A social cognitive view of self-regulated academic learning.
Journal of Educational Psychology · 1989 · 3,398 citations
Student differences in self-regulated learning: Relating grade, sex, and giftedness to self-efficacy and strategy use.
Journal of Educational Psychology · 1990 · 1,805 citations
Motivational and self-regulated learning components of classroom academic performance.
Journal of Educational Psychology · 1990 · 1,243 citations
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