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Dynamic Self-Regulation: The Driving Force Behind Academic Achievement · Study

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ArticleDynamic Self-Regulation: The Driving Force Behind Academic Achievement

Susan R. Schapiro2000

Article2000

Dynamic Self-Regulation: The Driving Force Behind Academic Achievement

Susan R. Schapiro · Jennifer A. Livingston

44 citations·0/0 files stored·Innovative Higher Education

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Innovative Teaching and Learning Methods Education, Achievement, and Giftedness Educational Leadership and Innovation

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References

1991A Manual for the Use of the Motivated Strategies for Learning Questionnaire (MSLQ).1989Thought and Knowledge: An Introduction to Critical Thinking 1991Critical Thinking: What Every Person Needs To Survive in a Changing World 1998Self-regulated learning and college students' regulation of motivation.1995Inherent details in self-regulated learning 1995Self-regulation involves more than metacognition: A social cognitive perspective 1990Putting the Self in Self-Regulated Learning: The Self as Agent in Integrating Will and Skill 1987“Spontaneous” strategy use: Perspectives from metacognitive theory

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2009Écriture réflexive et développement professionnel : quels indicateurs ?2004The Relationship of Self-Efficacy, Identity Style, and Stage of Change with Academic Self-Regulation 2018Fostering Master's Students' Metacognition and Self-Regulation Practices for Research Writing

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Year2000

Typearticle

Published2000-09-01

VenueInnovative Higher Education

ISSN-L0742-5627

Languageen

Citations44

Files0 public / 0

ShelfInnovative Teaching and Learning Methods

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doi10.1023/a:1007532302043

openalex_workW1544604606

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