Self-regulated learning, cognition and metacognition
"Self-regulated learning is one of the phenomena, which is seen as highly important for successful student academic performance. It is considered to be one of the key components for achieving academic success by the students, which has become topical in recent years in higher education. However...
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| Format: | Buch |
| Sprache: | English |
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New York
Nova Science Publishers
[2020]
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| Schriftenreihe: | Education in a competitive and globalizing world
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| 245 | 1 | 0 | |a Self-regulated learning, cognition and metacognition |c Eduard Balashov (editor) |
| 264 | 1 | |a New York |b Nova Science Publishers |c [2020] | |
| 264 | 4 | |c © 2020 | |
| 300 | |a xii, 228 Seiten |b Diagramme |c 23 cm | ||
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| 490 | 0 | |a Education in a competitive and globalizing world | |
| 520 | 3 | |a "Self-regulated learning is one of the phenomena, which is seen as highly important for successful student academic performance. It is considered to be one of the key components for achieving academic success by the students, which has become topical in recent years in higher education. However, most studies on self-regulated learning have been prepared in the tradition more specifically focused at its mechanisms, types etc. Although self-regulated learning as a topic is far from being new, the studies, specifically placing self-regulated learning in the context of its cognitive and metacognitive aspects perspective, are rarer. The aim of this book is to precisely further explore this perspective, using theoretical and empirical data from various sources all over the globe. The contribution of this book deals with a broad range of issues concerning self-regulated learning, cognition and metacognition. | |
| 520 | 3 | |a However, this book deals not only with the theoretical research of the various aspects of self-regulated learning. Other intriguing issues have also been examined, such as why self-regulated learning is so effective, its linkage with cognitive psychology research; developmental trends of adolescents' learning strategies and academic motivation in relation to age and gender; self-regulatory climate in college math labs; metacognitive self-regulated models in math learning for students with special needs; cognitive and metacognitive strategy use in reading; students' goals, motivation and self-initiated actions for improving English and delivery skills for oral presentations; self-regulated cognitive and metacognitive learning strategy use and access to online learning activities to university students' academic success in a blended context etc. | |
| 520 | 3 | |a Qualitative and quantitative approaches to the research have produced better insight and deeper understanding of the students' goals and motives, as well as attitudes and differences in their academic achievements. Some of the chapters in this book present the empirical results of in-depth interviews, discussions and participant observation. I hope that my contribution in this book will advance our understanding of the variety in cognitive and metacognitive aspects of self-regulated learning; the differences between the attitudes and genders; the impact of cognition and metacognition on self-regulated learning of students and their academic excellence. I also hope that this book will contribute to further recognition of self-regulated learning as an interesting and important topic for further scientific research. I wish to thank to all those who have contributed to the preparation of this book. | |
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Datensatz im Suchindex
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| spelling | Self-regulated learning, cognition and metacognition Eduard Balashov (editor) New York Nova Science Publishers [2020] © 2020 xii, 228 Seiten Diagramme 23 cm txt rdacontent n rdamedia nc rdacarrier Education in a competitive and globalizing world "Self-regulated learning is one of the phenomena, which is seen as highly important for successful student academic performance. It is considered to be one of the key components for achieving academic success by the students, which has become topical in recent years in higher education. However, most studies on self-regulated learning have been prepared in the tradition more specifically focused at its mechanisms, types etc. Although self-regulated learning as a topic is far from being new, the studies, specifically placing self-regulated learning in the context of its cognitive and metacognitive aspects perspective, are rarer. The aim of this book is to precisely further explore this perspective, using theoretical and empirical data from various sources all over the globe. The contribution of this book deals with a broad range of issues concerning self-regulated learning, cognition and metacognition. However, this book deals not only with the theoretical research of the various aspects of self-regulated learning. Other intriguing issues have also been examined, such as why self-regulated learning is so effective, its linkage with cognitive psychology research; developmental trends of adolescents' learning strategies and academic motivation in relation to age and gender; self-regulatory climate in college math labs; metacognitive self-regulated models in math learning for students with special needs; cognitive and metacognitive strategy use in reading; students' goals, motivation and self-initiated actions for improving English and delivery skills for oral presentations; self-regulated cognitive and metacognitive learning strategy use and access to online learning activities to university students' academic success in a blended context etc. Qualitative and quantitative approaches to the research have produced better insight and deeper understanding of the students' goals and motives, as well as attitudes and differences in their academic achievements. Some of the chapters in this book present the empirical results of in-depth interviews, discussions and participant observation. I hope that my contribution in this book will advance our understanding of the variety in cognitive and metacognitive aspects of self-regulated learning; the differences between the attitudes and genders; the impact of cognition and metacognition on self-regulated learning of students and their academic excellence. I also hope that this book will contribute to further recognition of self-regulated learning as an interesting and important topic for further scientific research. I wish to thank to all those who have contributed to the preparation of this book. Selbstmanagement (DE-588)4324980-2 gnd rswk-swf Lernen (DE-588)4035408-8 gnd rswk-swf Metakognition (DE-588)4169558-6 gnd rswk-swf Self-managed learning Learning, Psychology of Metacognition Motivation in education Academic achievement (DE-588)4143413-4 Aufsatzsammlung gnd-content Lernen (DE-588)4035408-8 s Metakognition (DE-588)4169558-6 s Selbstmanagement (DE-588)4324980-2 s DE-604 Balashov, Eduard (DE-588)1211491641 edt Online version Self-regulated learning, cognition and metacognition Hauppauge : Nova Science Publishers, 2020 9781536170849 |
| spellingShingle | Self-regulated learning, cognition and metacognition Selbstmanagement (DE-588)4324980-2 gnd Lernen (DE-588)4035408-8 gnd Metakognition (DE-588)4169558-6 gnd |
| subject_GND | (DE-588)4324980-2 (DE-588)4035408-8 (DE-588)4169558-6 (DE-588)4143413-4 |
| title | Self-regulated learning, cognition and metacognition |
| title_auth | Self-regulated learning, cognition and metacognition |
| title_exact_search | Self-regulated learning, cognition and metacognition |
| title_full | Self-regulated learning, cognition and metacognition Eduard Balashov (editor) |
| title_fullStr | Self-regulated learning, cognition and metacognition Eduard Balashov (editor) |
| title_full_unstemmed | Self-regulated learning, cognition and metacognition Eduard Balashov (editor) |
| title_short | Self-regulated learning, cognition and metacognition |
| title_sort | self regulated learning cognition and metacognition |
| topic | Selbstmanagement (DE-588)4324980-2 gnd Lernen (DE-588)4035408-8 gnd Metakognition (DE-588)4169558-6 gnd |
| topic_facet | Selbstmanagement Lernen Metakognition Aufsatzsammlung |
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