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Relations between student teachers’ learning patterns and their concrete learning activities
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References

  • 2000Attaining Self-Regulation6,046 cited
  • 2000The Role of Goal Orientation in Self-Regulated Learning5,169 cited
  • 1976ON QUALITATIVE DIFFERENCES IN LEARNING: I—OUTCOME AND PROCESS*4,616 cited
  • 2000Handbook of Self-Regulation4,438 cited
  • 2008Investigating Self-Regulation and Motivation: Historical Background, Methodological Developments, and Future Prospects3,732 cited
  • 1993Reliability and Predictive Validity of the Motivated Strategies for Learning Questionnaire (Mslq)3,640 cited
  • 2004A Conceptual Framework for Assessing Motivation and Self-Regulated Learning in College Students3,261 cited
  • 1984Understanding Student Learning2,377 cited
  • 2001The revised two‐factor Study Process Questionnaire: R‐SPQ‐2F2,120 cited
  • 2000Attaining self-regulation : a social cognitive perspective1,719 cited
  • 2000Measuring Self-Regulated Learning1,383 cited
  • 1988Learning Strategies and Learning Styles895 cited
  • 1999Congruence and friction between learning and teaching839 cited
  • 2003Factors affecting teachers’ participation in professional learning activities802 cited
  • 1996Metacognitive, cognitive and affective aspects of learning styles and strategies: A phenomenographic analysis

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680 cited
  • 2004Patterns in Student Learning: Relationships Between Learning Strategies, Conceptions of Learning, and Learning Orientations659 cited
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