SIG-Studying and Self-Regulated Learning

Patricia Chen, University of Texas at Austin

Matthew L. Bernacki, University of North Carolina - Chapel Hill

Multimedia Self-Regulated Learning Training Designs Can Boost Intervention Fidelity and Train Students’ Academic Performance in Biology - Matthew L. Bernacki, University of North Carolina - Chapel Hill; Leiming Ding, University of North Carolina - Chapel Hill; Sirui Ren, University of North Carolina - Chapel Hill; Erin Windsor, College of Southern Nevada; Nancy Webb, College of Southern Nevada; Jonathan C. Hilpert, University of Nevada - Las Vegas

How Students’ Knowledge on Self-regulation and Their Misconceptions can be Changed by a Model-based Instructional Video - Charlotte Dignath, Goethe University Frankfurt; Antonia Fischer, Technische Universität Dortmund

Customized Peer-Modeled Mindset Interventions Promote Persistence in Undergraduate Science Courses - Cameron Hecht, University of Rochester; Nirel Jones Mitchell, University of California - Los Angeles; Anita Latham, University of Texas at Austin; Zachariah A. Page, University of Texas at Austin; David Yeager, University of Texas at Austin

A Strategic Mindset Intervention Heterogeneously Promotes Effective Learning Strategy Use and Achievement - Patricia Chen, University of Texas at Austin; Qiao Kang Teo, National University of Singapore; Xing Yuan Foo, National University of Singapore; Yifan Jiang, National University of Singapore; Lining Sun, National University of Singapore; Xiang Ling Ong, National University of Singapore; Xi Hui Chua, National University of Singapore; Delphinna Neo, National University of Singapore; Don J. H. Pereira, National University of Singapore; Niveditha Iyer, National University of Singapore; Desmond C. Ong, University of Texas at Austin

Andrew C. Butler, Washington University in St. Louis