Literaturnachweis - Detailanzeige
| Autor/inn/en | Lawson, Christie A.; McGuire, Stephanie; Hodges, Russ; Gray, Rosianna; McGuire, Saundra Y.; Killingbeck, Mark; Segovia, Jawn |
|---|---|
| Titel | Recipe for Success: Teaching Students Metacognitive and Self-Regulatory Learning Strategies |
| Quelle | In: Learning Assistance Review, 26 (2021) 2, S.149-178 (30 Seiten)
PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1087-0059 |
| Schlagwörter | Metacognition; Reflection; Learning Strategies; Study Skills; Skill Development; Intervention; Program Effectiveness; Time Management; College Students; Academic Achievement |
| Abstract | The decision to explicitly teach students learning strategies and skills and how to think reflectively about their learning process is framed theoretically by the literature on self-regulation, metacognition, and social-cognitive theory. Interventions for self-regulation and metacognitive strategies can optimize the student learning process and teaching metacognitive strategies in higher education is known to improve subject matter comprehension and course performance. This article offers a theoretical framework for explicitly teaching study strategies and skills, reviews literature on the efficacy of implementing study strategy and skills interventions, and then provides a detailed example for teaching a self-regulatory time-management strategy with embedded metacognition. (As Provided). |
| Anmerkungen | National College Learning Center Association. Web site: http://www.nclca.org/tlar |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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