%0 Book Section %1 WINNE2015535 %A Winne, Philip H. %B International Encyclopedia of the Social & Behavioral Sciences (Second Edition) %C Oxford %D 2015 %E Wright, James D. %I Elsevier %K Agency Learning Metacognition Motivation Self-efficacy Self-regulated Self-reports Think Traces aloud directed goals learning regulated self %P 535-540 %R https://doi.org/10.1016/B978-0-08-097086-8.25091-5 %T Self-Regulated Learning %U https://www.sciencedirect.com/science/article/pii/B9780080970868250915 %X Learners self-regulate learning when they examine the learning environment and monitor learning processes to inform decisions about managing learning processes. Under the assumption that learners are agents with inherent capability to make and act on decisions, self-regulated learning (SRL) is ubiquitous. Decisions learners make about regulating learning, however, can promote or impede achievement and other valued outcomes. Research on SRL and its roles in education faces multiple challenges. Evidence suggests productive SRL can be fostered through evidenced-based designs for learning activities and environments, by promoting particular beliefs among teachers, and helping learners discover value in education. %7 Second Edition %@ 978-0-08-097087-5

@incollection{WINNE2015535, abstract = {Learners self-regulate learning when they examine the learning environment and monitor learning processes to inform decisions about managing learning processes. Under the assumption that learners are agents with inherent capability to make and act on decisions, self-regulated learning (SRL) is ubiquitous. Decisions learners make about regulating learning, however, can promote or impede achievement and other valued outcomes. Research on SRL and its roles in education faces multiple challenges. Evidence suggests productive SRL can be fostered through evidenced-based designs for learning activities and environments, by promoting particular beliefs among teachers, and helping learners discover value in education.}, added-at = {2022-09-28T16:48:33.000+0200}, address = {Oxford}, author = {Winne, Philip H.}, biburl = {https://www.bibsonomy.org/bibtex/247e831672bbf0c85baf57ca4f76b11a8/yish}, booktitle = {International Encyclopedia of the Social & Behavioral Sciences (Second Edition)}, doi = {https://doi.org/10.1016/B978-0-08-097086-8.25091-5}, edition = {Second Edition}, editor = {Wright, James D.}, interhash = {b772a3fb5036d45062c3755672f153e4}, intrahash = {47e831672bbf0c85baf57ca4f76b11a8}, isbn = {978-0-08-097087-5}, keywords = {Agency Learning Metacognition Motivation Self-efficacy Self-regulated Self-reports Think Traces aloud directed goals learning regulated self}, pages = {535-540}, publisher = {Elsevier}, timestamp = {2022-09-28T16:48:33.000+0200}, title = {Self-Regulated Learning}, url = {https://www.sciencedirect.com/science/article/pii/B9780080970868250915}, year = 2015 }