Integrating the regulation of affect, behavior, and cognition into self-regulated learning paradigms among secondary and post-secondary students
Abstract
An integrative framework for investigating self-regulated learning situated in students’ favorite and least favorite courses was empirically tested in a sample of 178 high school and 280 college students. Building on cognitive, clinical, social, and educational conceptions of self-regulation, the current paper integrated affective (e.g., reappraisal, suppression), behavioral (e.g., environmental, planning), and cognitive (e.g., cognitive...
Paper Details
Title
Integrating the regulation of affect, behavior, and cognition into self-regulated learning paradigms among secondary and post-secondary students
Published Date
Feb 8, 2015
Journal
Volume
10
Issue
1
Pages
15 - 42
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