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Volume 119, Number 13 (2017)

 
by Anastasia Efklides
This article highlights the role of affect in self-regulated learning, with emphasis on the interrelations between cognition, metacognition, and epistemic emotions such as surprise and curiosity.
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by Tova Michalsky
In this article, the author argues that successful teaching of self-regulated learning (SRL) to students depends on teachers’ knowledge about SRL assessment and teachers’ actual practical implementation of SRL assessment in the classroom.
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by Billie Eilam
This article presents a novel reflection-based tool for promoting teachers’ lesson planning and monitoring by increasing awareness of goals, activities, discrepancy cues, and time management. It qualitatively examines the scaffold’s value for promoting metacognition in two cases of expert teachers: in secondary schools and in teachers’ professional instruction.
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by Barry J. Zimmerman
Foreword to the yearbook issue on self-regulated learning.
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by Chen Schechter
In this article, the author suggests that self-regulation should be complemented by a more holistic, integrated, and collaborative framework—that of communal-regulated learning—which may serve as a better framework to develop effective learners in today’s fast-changing educational scene.
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by Marcel V. J. Veenman
This article describes the nature of metacognitive skills, how deficiencies in the application of metacognitive skills can be assessed through on-line methods, and how explicit metacognitive instruction of WWW&H (what, when, why, & how) can be implemented in an effective way.
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by Meirav Tzohar-Rozen & Bracha Kramarski
This study investigated the impact of two self-regulation programs among young students (Grade 5): metacognition and meta-affect versus a control group on enhancing achievements in mathematical verbal problem solving and a novel transfer task, as well as metacognitive and meta-affective regulation processes.
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by Judi Randi
This article examines the dynamic relationship between teaching and learning in two case studies that explore how teachers develop students’ capacity to adapt to the learning environment and how students’ own self-regulated learning, in turn, contributes to and enables adaptive teaching.
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by Ornit Spektor-Levy, Marisol Basilio, Antonia Zachariou & David Whitebread
This article describes a study that analyzed primary school children’s manifestations of self-regulation in two constructional play tasks and showed self-regulation development between age 5 and 10 years.
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by Tali Berglas-Shapiro, Bat-Sheva Eylon & Zahava Scherz
This article describes a study aimed at examining students’ use of specific SRL processes when learning with a specially designed technology-enhanced learning environment.
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by Tova Michalsky & Chen Schechter
Preface to the yearbook issue on self-regulated learning.
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by Adina Shamir
In the study discussed, the researcher investigated whether a self-regulated learning intervention involving metacognitive guidance, mediated by means of an educational e-book, supported acquisition of emergent literacy skills among young children at risk for learning disabilities, an area that has been inadequately studied. The findings are discussed.
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by Adar Ben-Eliyahu
This article considers contextual aspects, such as a mastery goal structure or course preference, that override individual differences, such as intelligence. An empirical study comparing gifted and typically achieving students is described. Application for 21st-century skills is proposed through the lens of the integrated self-regulated learning model.
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by Marie C. White
The article presents an integrated framework of cyclical phases and developmental levels of self-regulated learning focusing on the significant role they play in modeling and self-regulatory learning as key processes for learning.
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by Philip H. Winne
This article charts historical and contemporary factors shaping the field of self-regulated learning and forecasts near-future of work on this educationally key construct.
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by Roger Azevedo, Nicholas Mudrick, Michelle Taub & Franz Wortha
In this article, we argue that successful STEM learning depends on the conceptual, methodological, and analytical coupling of metacognition and emotions during learning about 21st-century skills with advanced learning technologies.
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