Journalartikel

Jahr der Veröffentlichung: 2010

Seiten: 171-175

Zeitschrift: German Journal of Educational Psychology

Bandnummer: 24

Heftnummer: 3-4

ISSN: 1010-0652

eISSN: 1664-2910

DOI Link: https://doi.org/10.1024/1010-0652/a000014

Verlag: Hogrefe

Abstract: 
Self-regulated learning comprises a set of cognitive and behavioural activities learners use to acquire and effectively master task-specific skills needed for the enduring improvement of academic performance. In this Editorial, we address relevant theoretical approaches to self-regulated learning, including a preview of the articles appearing in this Special Issue on "Promoting self-regulated learning among school-age students". By taking stock of the present papers, we specify desiderata of previous research on how to facilitate self-regulated learning and consider a number of theoretical and methodological perspectives for future investigations on the importance of self-regulated learning for the development of students' academic skills.

Harvard-Zitierstil: Spoerer, N. and Glaser, C. (2010) Promoting Self-Regulated Learning Among School-Age Students, German Journal of Educational Psychology, 24(3-4), pp. 171-175. https://doi.org/10.1024/1010-0652/a000014

APA-Zitierstil: Spoerer, N., & Glaser, C. (2010). Promoting Self-Regulated Learning Among School-Age Students. German Journal of Educational Psychology. 24(3-4), 171-175. https://doi.org/10.1024/1010-0652/a000014