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Gender Differences in Self-Regulated Learning. · Study

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ArticleGender Differences in Self-Regulated Learning.

Temi Bidjerano2005

Article2005

Gender Differences in Self-Regulated Learning.

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Innovative Teaching and Learning Methods Education, Achievement, and Giftedness Educational Strategies and Epistemologies

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References

1985Social Foundations of Thought and Action : A Social Cognitive Theory 1990Motivational and self-regulated learning components of classroom academic performance.2000Attaining Self-Regulation 2000The Role of Goal Orientation in Self-Regulated Learning 2000Handbook of Self-Regulation 1993Reliability and Predictive Validity of the Motivated Strategies for Learning Questionnaire (Mslq)2013Handbook of Educational Psychology 1989Self-Regulated Learning and Academic Achievement

Cited by

2011Middle School Students’ Science Self-Efficacy and Its Sources: Examination of Gender Difference 2010The contribution of cognitive and metacognitive strategy use to students' science achievement 2021Gender Differences in Self-Regulated Online Learning During the COVID-19 Lockdown 2015The impact of adolescents' self-efficacy and self-regulated goal attainment processes on school performance — Do gender and test anxiety matter?2019The Effectiveness of Inquiry-based Learning to Train the Students' Metacognitive Skills Based on Gender Differences

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Year2005

Typearticle

Published2005-10-23

Languageen

Citations114

Files0 public / 0

ShelfInnovative Teaching and Learning Methods

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openalex_workW138083669

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2011Gender Differences in Metacognitive Skills. A Study of the 8th Grade Pupils in Romania

2021A high-impact practice for online students: the use of a first-semester seminar course to promote self-regulation, self-direction, online learning self-efficacy

2020Hong Kong primary students’ self-regulated writing strategy use: Influences of gender, writing proficiency, and grade level