Multiple regression analysis of epistemological beliefs, learning approaches, and self-regulated learning

Multiple regression analysis of epistemological beliefs, learning approaches, and self-regulated learning

Bibliografske podrobnosti
Glavni avtor:	Phan, Huy P.
Format:	info:eu-repo/semantics/article
Jezik:	Spanish / Castilian
Izdano:	Universidad de Almería 2011
Teme:	Epistemological beliefs Learning approaches Self-regulated learning Creencias epistemológicas Enfoques al aprendizaje Aprendizaje autorregulado
Online dostop:	http://hdl.handle.net/10835/505 http://dx.doi.org/10.25115/ejrep.v6i14.1262

Podobne knjige/članki

Exploring epistemological beliefs and learning approaches in context: A sociocultural perspective
od: Phan, Huy P.
Izdano: (2012)

Examination of student learning approaches, reflective thinking, and epistemological believes: A latent variables approach.
od: Phan, Huy P.
Izdano: (2012)

The exploration of drawings as a tool to gain entry to students' epistemological beliefs.
od: Briell, Jeremy E., et al.
Izdano: (2012)

Seeking convergent evidence of epistemological beliefs: a novel survey.
od: Briell, Jeremy E., et al.
Izdano: (2013)

Motivational, volitional and metacognitive aspects of self regulated learning.
od: Gaeta González, Martha L., et al.
Izdano: (2012)

A tribute to Paul R. Pintrich's contributions to Psychology and Education.
od: Limón Luque, Margarita, et al.
Izdano: (2012)

Self-regulated learning: current and future directions.
od: Torrano Montalvo, Fermín, et al.
Izdano: (2012)

Self-Regulated Learning Strategies of Active Procrastinating Pre-University Students
od: Sundaramoorthy, Jeyavel
Izdano: (2018)

A theoretical perspective of learning in the Pacific context: a sociocultural perspective.
od: Phan, Huy P.
Izdano: (2012)

Stories that show how to study and how to learn: an experience in the portuguese school system.
od: Rosario, Pedro, et al.
Izdano: (2012)

Regulatory teaching and self-regulated learning in college students: confirmatory validation study of the IATLP scales.
od: Fuente Arias, Jesús de la, et al.
Izdano: (2012)

Self-regulated learning procedure for university students: the meaningful text-reading strategy.
od: Román Sánchez, José M.
Izdano: (2012)

Students’ motivation to learn in middle school : a self-regulated learning approach
od: Paulino, Paula, et al.
Izdano: (2017)

Psychometric Validation of the Motivated Strategies for Learning Questionnaire with Mexican University Students
od: Ramírez-Dorantes, María del Carmen, et al.
Izdano: (2013)

Promoting individual and group regulated learning in colaborative settings: an experience in higher education
od: Onrubia, Javier, et al.
Izdano: (2015)

Self-regulation of learning through the Pro&Regula Program.
od: Martínez Vicente, José Manuel, et al.
Izdano: (2012)

Epistemological and reading beliefs profiles and their role in multiple text comprehension
od: Mateos, Mar, et al.
Izdano: (2017)

Procedure for evaluating self-regulation strategies during learning in Early Childhood Education.
od: Amate Romera, Jorge
Izdano: (2012)

A model of how motivational strategies related to the expectative component affect cognitive and metacognitive strategies
od: Suárez Riveiro, José Manuel, et al.
Izdano: (2012)

Pre-service EFL Teachers' Beliefs about Foreign Language Learning and How They Relate to Gender
od: Tercanlioglu, Leyla
Izdano: (2012)

Volitional Regulation and Self-regulated learning: An Examination of Individual Differences in Volitional Regulation and Self-regulated learning: An Examination of Individual Differences in Approach-Avoidance Achievement Motivation
od: Bartels, Jared M., et al.
Izdano: (2012)

Towards a new paradigm of strategic learning: The role of social mediation, the self and emotions.
od: Monereo, Carles
Izdano: (2012)

Motivational profiles, volitional strategies and academic performance in exact and experimental sciences in high school
od: Rodríguez Guardado, María del Socorro, et al.
Izdano: (2020)

Smartphones and Learning: An Extension of M-Learning or a Distinct Area of Inquiry
od: Hartley, Kendall, et al.
Izdano: (2022)

An examination of achievement goals in learning: a quasi-quantitative approach.
od: Phan, Huy P.
Izdano: (2012)

Action control and dispositional hope: An examination of their effect on self-regulated learning
od: Papantoniou, Georgia, et al.
Izdano: (2012)

The effectiveness of a program based on self-regulated strategy development on the writing skills of writing-disabled secondary school students
od: Mourad, Ali E.
Izdano: (2011)

Epistemological understanding and inductive inference: a study of physics in early childhood education.
od: Gutiérrez Romero, Mario F.
Izdano: (2012)

Effects of Using Online Tools in Improving Regulation of the Teaching-Learning Process: TLPA tm & PLEYADE tm
od: Fuente Arias, Jesús de la, et al.
Izdano: (2012)

Personal self-regulation and regulatory teaching to predit performance and academic confidence: new edidence for the DEDEPRO model
od: Fuente Arias, Jesús de la, et al.
Izdano: (2015)

The DEDEPROtm Model of Regulated Teaching and Learning: recent advances.
od: Fuente Arias, Jesús de la, et al.
Izdano: (2012)

Statistical Reasoning Ability, Self-Efficacy, and Value Beliefs in a University Statistics Course
od: Olani, Aboma, et al.
Izdano: (2012)

Fostering self-regulated learning in an assessment situation.
od: Rochera Villach, María José, et al.
Izdano: (2012)

Estudio de los enfoques de aprendizaje en estudiantes de Magisterio y Psicopedagogía
od: García Berbén, Ana Belén
Izdano: (2012)

Exploring suitable emotion-focused strategies in helping students to regulate their emotional state in a tutoring system: Malaysian case study
od: Yusoff, Mohd Zaliman Mohd, et al.
Izdano: (2014)

The Relationship among Student Basic Need Satisfaction, Approaches to Learning, Reporting of Avoidance Strategies and Achievement
od: Doménech Betoret, Fernando, et al.
Izdano: (2012)

Pshychometric characteristics of the EEAA (scale of affective strategies in the learning process)
od: Villardón-Gallego, Lourdes, et al.
Izdano: (2015)

What medical students with better academic results do: a cross-sectional analysis
od: Urrizola-Martínez, A. (Amaia), et al.
Izdano: (2023)

Evaluar para contribuir a la autorregulación del aprendizaje
od: Álvarez Valdivia, Ibis M.
Izdano: (2012)

Effect of teaching of self-regulated learning strategies on attribution styles in students
od: Tavakolizadeh, Jahanshir, et al.
Izdano: (2012)