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29.034 - Self-Regulated Learning Across Contexts, Teachers, and Students
Fri, April 17, 10:35am to 12:05pm, Sheraton, Floor: Second Level, ArkansasSession Type: Paper Session
Abstract
The papers in this session highlight how self-regulated learning, as a phenomenon, manifests across contexts (e.g., classrooms, online, and teacher education) and people (e.g., students, peers, and teachers). Relations between self-regulated learning and numerous outcomes will be explored.
Sub Unit
Chair
Papers
Exploring the Interplay Between Student Attributions and Metacognitive Monitoring Ability in a Postsecondary Classroom Environment - Dan Spencer, North Carolina State University; Li Cao, The University of West Georgia; John L. Nietfeld, North Carolina State University
Co-regulation and Knowledge Construction in an On-Line Synchronous Problem-Based Learning Setting: Regulating One’s Own and Others’ Learning? - Lila Lee, McGill University; Susanne P. Lajoie, McGill University; Eric G. Poitras, University of Utah; Mandana Bassiri, McGill University; Miriam Nkangu, University of Ottawa; Ilian Cruz-Panesso, McGill University; Maedeh Assadat Kazemitabar, McGill University; Cindy E. Hmelo-Silver, Indiana University; Jeffrey Wiseman, McGill University
Promoting the Dual Roles of Teachers as Self-Regulated Learners and Self-Regulated Teachers - Bracha Kramarski, Bar-Ilan University; Zehavit Kohen
The Relation Between Self-Regulation and Academic Achievement: A Meta-Analysis - Amy L. Dent, Harvard University; Rick H. Hoyle, Duke University