In Event: 29.083 - Poster Session 4

SIG-Studying and Self-Regulated Learning

31. A Self-Regulated Learning Framework for Culturally Diverse Learners - Aloysius C. Anyichie, Brandon University; Deborah L. Butler, The University of British Columbia

32. Effect of Interest on Monitoring Accuracy and Academic Performance During Weekly Monitoring Exercises - Ondrej Pesout, Jan Evangelista Purkyne University; Dan Spencer, North Carolina State University; Li Cao, The University of West Georgia; John L. Nietfeld, North Carolina State University

33. Exploring Elementary Student Writing Self-Regulation Strategies: A Qualitative Inquiry - Divya Varier, George Mason University; Sharon Zumbrunn, Virginia Commonwealth University; Sarah Conklin, Virginia Commonwealth University; JK Stringer, Virginia Commonwealth University; Sarah Anne Marrs, Virginia Commonwealth University

34. The Role of Social Goals in Chinese Students' Self-Regulated Learning - Jing Wang, The University of Hong Kong; Jingyan Lu, The University of Hong Kong

35. The Role of Self-Regulation and Personal Epistemological Beliefs in Predicting Students' Performance in Idea Improvement - Mahir Akgun, The Pennsylvania State University; Priya Sharma, The Pennsylvania State University; Pui-Wa Lei, The Pennsylvania State University

36. Do Both Teachers and Their Students Benefit From Self-Regulation Intervention in Mathematics? - Bracha Kramarski, Bar-Ilan University; Anat Shilo, Bar-Ilan University

37. Preservice Teachers' Capacity to Teach Self-Regulated Learning: Effects of Different Degrees of Scaffolding Professional Vision - Tova Michalsky, Bar-Ilan University

38. Study Skills Class Membership and Academic Performance - John Jordan, Sam Houston State University; Susan Troncoso Skidmore, Sam Houston State University; Julie P. Combs, Sam Houston State University

39. The MillerLan–Measure of Online Self-Regulated Learning. Scale Development and Validation: A Quantitative Study - Avery D. Miller; William Y. Lan, Texas Tech University; Kamau Oginga Siwatu, Texas Tech University; Amanda S. Williams, Texas Tech University