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You searched for subject:(Self Regulated Learning). Showing records 1 – 30 of 334 total matches.

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University of Minnesota

1. Nelson, Julie Ann Gdula. Self-regulated learning, classroom context, and achievement: a dual-method investigation.

Degree: PhD, Educational Psychology, 2014, University of Minnesota

 The broad purpose of this study was to explore relationships between students' classroom environments, self-regulated learning, and achievement, using survey and microanalytic methodologies to measure… (more)

Subjects/Keywords: Microanalysis; Motivation; Self-Regulated Learning

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APA (6th Edition):

Nelson, J. A. G. (2014). Self-regulated learning, classroom context, and achievement: a dual-method investigation. (Doctoral Dissertation). University of Minnesota. Retrieved from http://hdl.handle.net/11299/165766

Chicago Manual of Style (16th Edition):

Nelson, Julie Ann Gdula. “Self-regulated learning, classroom context, and achievement: a dual-method investigation.” 2014. Doctoral Dissertation, University of Minnesota. Accessed December 05, 2020. http://hdl.handle.net/11299/165766.

MLA Handbook (7th Edition):

Nelson, Julie Ann Gdula. “Self-regulated learning, classroom context, and achievement: a dual-method investigation.” 2014. Web. 05 Dec 2020.

Vancouver:

Nelson JAG. Self-regulated learning, classroom context, and achievement: a dual-method investigation. [Internet] [Doctoral dissertation]. University of Minnesota; 2014. [cited 2020 Dec 05]. Available from: http://hdl.handle.net/11299/165766.

Council of Science Editors:

Nelson JAG. Self-regulated learning, classroom context, and achievement: a dual-method investigation. [Doctoral Dissertation]. University of Minnesota; 2014. Available from: http://hdl.handle.net/11299/165766


University of Georgia

2. Roth, Jennifer Lynn Howe. Why should I try?.

Degree: 2016, University of Georgia

 An important goal for schools is to increase achievement for all students, particularly in the area of mathematics. Therefore, a topic of increasing concern is… (more)

Subjects/Keywords: Self-regulated Learning; Mathematics Achievement

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APA (6th Edition):

Roth, J. L. H. (2016). Why should I try?. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/35456"

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Roth, Jennifer Lynn Howe. “Why should I try?.” 2016. Thesis, University of Georgia. Accessed December 05, 2020. http://hdl.handle.net/10724/35456".

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Roth, Jennifer Lynn Howe. “Why should I try?.” 2016. Web. 05 Dec 2020.

Vancouver:

Roth JLH. Why should I try?. [Internet] [Thesis]. University of Georgia; 2016. [cited 2020 Dec 05]. Available from: http://hdl.handle.net/10724/35456".

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Roth JLH. Why should I try?. [Thesis]. University of Georgia; 2016. Available from: http://hdl.handle.net/10724/35456"

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Virginia Tech

3. Pan, Xin. The Development of an E-Learning Course Incorporating Self-Regulated Learning Procedures into a PSI-Based Course.

Degree: PhD, Curriculum and Instruction, 2012, Virginia Tech

 This developmental research adopted an adapted Personalized System of Instruction (PSI) structure to design an e-learning course module and a learning procedure, and embedded a… (more)

Subjects/Keywords: eLearning; PSI; Self-regulated learning

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APA (6th Edition):

Pan, X. (2012). The Development of an E-Learning Course Incorporating Self-Regulated Learning Procedures into a PSI-Based Course. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/39335

Chicago Manual of Style (16th Edition):

Pan, Xin. “The Development of an E-Learning Course Incorporating Self-Regulated Learning Procedures into a PSI-Based Course.” 2012. Doctoral Dissertation, Virginia Tech. Accessed December 05, 2020. http://hdl.handle.net/10919/39335.

MLA Handbook (7th Edition):

Pan, Xin. “The Development of an E-Learning Course Incorporating Self-Regulated Learning Procedures into a PSI-Based Course.” 2012. Web. 05 Dec 2020.

Vancouver:

Pan X. The Development of an E-Learning Course Incorporating Self-Regulated Learning Procedures into a PSI-Based Course. [Internet] [Doctoral dissertation]. Virginia Tech; 2012. [cited 2020 Dec 05]. Available from: http://hdl.handle.net/10919/39335.

Council of Science Editors:

Pan X. The Development of an E-Learning Course Incorporating Self-Regulated Learning Procedures into a PSI-Based Course. [Doctoral Dissertation]. Virginia Tech; 2012. Available from: http://hdl.handle.net/10919/39335


University of Sydney

4. Khoiriyah, Umatul. ENHANCING STUDENTS’ PROBLEM -BASED LEARNING STRATEGIES THROUGH SELF-ASSESSMENT .

Degree: 2016, University of Sydney

 Active student participation is critical to successful Problem Based Learning (PBL). Self-assessment is one potential solution that might reduce students’ dysfunctional behaviour affecting the quality… (more)

Subjects/Keywords: PBL; self-assessment; self-regulated learning

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APA (6th Edition):

Khoiriyah, U. (2016). ENHANCING STUDENTS’ PROBLEM -BASED LEARNING STRATEGIES THROUGH SELF-ASSESSMENT . (Thesis). University of Sydney. Retrieved from http://hdl.handle.net/2123/15867

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Khoiriyah, Umatul. “ENHANCING STUDENTS’ PROBLEM -BASED LEARNING STRATEGIES THROUGH SELF-ASSESSMENT .” 2016. Thesis, University of Sydney. Accessed December 05, 2020. http://hdl.handle.net/2123/15867.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Khoiriyah, Umatul. “ENHANCING STUDENTS’ PROBLEM -BASED LEARNING STRATEGIES THROUGH SELF-ASSESSMENT .” 2016. Web. 05 Dec 2020.

Vancouver:

Khoiriyah U. ENHANCING STUDENTS’ PROBLEM -BASED LEARNING STRATEGIES THROUGH SELF-ASSESSMENT . [Internet] [Thesis]. University of Sydney; 2016. [cited 2020 Dec 05]. Available from: http://hdl.handle.net/2123/15867.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Khoiriyah U. ENHANCING STUDENTS’ PROBLEM -BASED LEARNING STRATEGIES THROUGH SELF-ASSESSMENT . [Thesis]. University of Sydney; 2016. Available from: http://hdl.handle.net/2123/15867

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Oklahoma State University

5. Knowles, Kathryn D. BRAIN Program and Promotion of Self-Regulation for Students with Emotional and Behavioral Disorders: A Case Study.

Degree: School Administration, 2019, Oklahoma State University

 The purpose of this qualitative case study is to explore, through the lens of self-regulated learning theory, the interrelationship of the BRAIN program and the… (more)

Subjects/Keywords: self-regulated learning theory; self-regulation

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APA (6th Edition):

Knowles, K. D. (2019). BRAIN Program and Promotion of Self-Regulation for Students with Emotional and Behavioral Disorders: A Case Study. (Thesis). Oklahoma State University. Retrieved from http://hdl.handle.net/11244/323352

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Knowles, Kathryn D. “BRAIN Program and Promotion of Self-Regulation for Students with Emotional and Behavioral Disorders: A Case Study.” 2019. Thesis, Oklahoma State University. Accessed December 05, 2020. http://hdl.handle.net/11244/323352.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Knowles, Kathryn D. “BRAIN Program and Promotion of Self-Regulation for Students with Emotional and Behavioral Disorders: A Case Study.” 2019. Web. 05 Dec 2020.

Vancouver:

Knowles KD. BRAIN Program and Promotion of Self-Regulation for Students with Emotional and Behavioral Disorders: A Case Study. [Internet] [Thesis]. Oklahoma State University; 2019. [cited 2020 Dec 05]. Available from: http://hdl.handle.net/11244/323352.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Knowles KD. BRAIN Program and Promotion of Self-Regulation for Students with Emotional and Behavioral Disorders: A Case Study. [Thesis]. Oklahoma State University; 2019. Available from: http://hdl.handle.net/11244/323352

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Wollongong

6. Anand, Pranit Shailesh. Using mobile phone technology outside class time to develop first year university students' independent study skills.

Degree: Doctor of Philosophy, 2015, University of Wollongong

  Independent study skills are essential for student success in the first year of university. Students often need help to develop independent study skills that… (more)

Subjects/Keywords: study skills; self-regulated learning; mobile learning

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APA (6th Edition):

Anand, P. S. (2015). Using mobile phone technology outside class time to develop first year university students' independent study skills. (Doctoral Dissertation). University of Wollongong. Retrieved from ; https://ro.uow.edu.au/theses/4549

Chicago Manual of Style (16th Edition):

Anand, Pranit Shailesh. “Using mobile phone technology outside class time to develop first year university students' independent study skills.” 2015. Doctoral Dissertation, University of Wollongong. Accessed December 05, 2020. ; https://ro.uow.edu.au/theses/4549.

MLA Handbook (7th Edition):

Anand, Pranit Shailesh. “Using mobile phone technology outside class time to develop first year university students' independent study skills.” 2015. Web. 05 Dec 2020.

Vancouver:

Anand PS. Using mobile phone technology outside class time to develop first year university students' independent study skills. [Internet] [Doctoral dissertation]. University of Wollongong; 2015. [cited 2020 Dec 05]. Available from: ; https://ro.uow.edu.au/theses/4549.

Council of Science Editors:

Anand PS. Using mobile phone technology outside class time to develop first year university students' independent study skills. [Doctoral Dissertation]. University of Wollongong; 2015. Available from: ; https://ro.uow.edu.au/theses/4549


University of Texas – Austin

7. -6671-0254. Investigating students’ learning strategies : usage, motives, and perceptions of effectiveness.

Degree: MA, Educational Psychology, 2017, University of Texas – Austin

 For many students, the first year of college presents a series of challenges because there is a gap between their high school experiences and college… (more)

Subjects/Keywords: Learning strategies; Self-regulated learning; Survey

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APA (6th Edition):

-6671-0254. (2017). Investigating students’ learning strategies : usage, motives, and perceptions of effectiveness. (Masters Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/61659

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Chicago Manual of Style (16th Edition):

-6671-0254. “Investigating students’ learning strategies : usage, motives, and perceptions of effectiveness.” 2017. Masters Thesis, University of Texas – Austin. Accessed December 05, 2020. http://hdl.handle.net/2152/61659.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

MLA Handbook (7th Edition):

-6671-0254. “Investigating students’ learning strategies : usage, motives, and perceptions of effectiveness.” 2017. Web. 05 Dec 2020.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Vancouver:

-6671-0254. Investigating students’ learning strategies : usage, motives, and perceptions of effectiveness. [Internet] [Masters thesis]. University of Texas – Austin; 2017. [cited 2020 Dec 05]. Available from: http://hdl.handle.net/2152/61659.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Council of Science Editors:

-6671-0254. Investigating students’ learning strategies : usage, motives, and perceptions of effectiveness. [Masters Thesis]. University of Texas – Austin; 2017. Available from: http://hdl.handle.net/2152/61659

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete


Universiteit Utrecht

8. Balk, F.M.A. The influence of metacognitive questions on the learning process during mathematical tasks in teacher-student conversations: A design study.

Degree: 2010, Universiteit Utrecht

 This design study examined to which extent posing metacognitive questions in teacher- student conversations led to improvement of the student’s self-regulated learning. Therefore, the dynamic… (more)

Subjects/Keywords: Sociale Wetenschappen; self-regulated learning, metacognitive questions

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APA (6th Edition):

Balk, F. M. A. (2010). The influence of metacognitive questions on the learning process during mathematical tasks in teacher-student conversations: A design study. (Masters Thesis). Universiteit Utrecht. Retrieved from http://dspace.library.uu.nl:8080/handle/1874/187079

Chicago Manual of Style (16th Edition):

Balk, F M A. “The influence of metacognitive questions on the learning process during mathematical tasks in teacher-student conversations: A design study.” 2010. Masters Thesis, Universiteit Utrecht. Accessed December 05, 2020. http://dspace.library.uu.nl:8080/handle/1874/187079.

MLA Handbook (7th Edition):

Balk, F M A. “The influence of metacognitive questions on the learning process during mathematical tasks in teacher-student conversations: A design study.” 2010. Web. 05 Dec 2020.

Vancouver:

Balk FMA. The influence of metacognitive questions on the learning process during mathematical tasks in teacher-student conversations: A design study. [Internet] [Masters thesis]. Universiteit Utrecht; 2010. [cited 2020 Dec 05]. Available from: http://dspace.library.uu.nl:8080/handle/1874/187079.

Council of Science Editors:

Balk FMA. The influence of metacognitive questions on the learning process during mathematical tasks in teacher-student conversations: A design study. [Masters Thesis]. Universiteit Utrecht; 2010. Available from: http://dspace.library.uu.nl:8080/handle/1874/187079


Texas A&M University

9. Bae, Yunhee. The Relationships among Motivation, Self-Regulated Learning, and Academic Achievement.

Degree: PhD, Educational Psychology, 2014, Texas A&M University

 This dissertation consists of two articles investigating the relationships among motivation, self-regulated learning (SRL), and academic achievement for adolescents: (a) a meta-analytic review of the… (more)

Subjects/Keywords: Motivation; Self-Regulated Learning; Academic Achievement; Adolescents

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APA (6th Edition):

Bae, Y. (2014). The Relationships among Motivation, Self-Regulated Learning, and Academic Achievement. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/153862

Chicago Manual of Style (16th Edition):

Bae, Yunhee. “The Relationships among Motivation, Self-Regulated Learning, and Academic Achievement.” 2014. Doctoral Dissertation, Texas A&M University. Accessed December 05, 2020. http://hdl.handle.net/1969.1/153862.

MLA Handbook (7th Edition):

Bae, Yunhee. “The Relationships among Motivation, Self-Regulated Learning, and Academic Achievement.” 2014. Web. 05 Dec 2020.

Vancouver:

Bae Y. The Relationships among Motivation, Self-Regulated Learning, and Academic Achievement. [Internet] [Doctoral dissertation]. Texas A&M University; 2014. [cited 2020 Dec 05]. Available from: http://hdl.handle.net/1969.1/153862.

Council of Science Editors:

Bae Y. The Relationships among Motivation, Self-Regulated Learning, and Academic Achievement. [Doctoral Dissertation]. Texas A&M University; 2014. Available from: http://hdl.handle.net/1969.1/153862


Penn State University

10. Follmer, Dan Jacob. An Examination of the Conceptual Relations Among Executive Functioning, Metacognition, and Self-Regulated Learning.

Degree: 2015, Penn State University

 The current study aimed to examine and clarify the conceptual relations among executive functioning, metacognition, and self-regulated learning. One hundred and seventeen undergraduate students enrolled… (more)

Subjects/Keywords: Executive functions; metacognition; self-regulated learning

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APA (6th Edition):

Follmer, D. J. (2015). An Examination of the Conceptual Relations Among Executive Functioning, Metacognition, and Self-Regulated Learning. (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/25774

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Follmer, Dan Jacob. “An Examination of the Conceptual Relations Among Executive Functioning, Metacognition, and Self-Regulated Learning.” 2015. Thesis, Penn State University. Accessed December 05, 2020. https://submit-etda.libraries.psu.edu/catalog/25774.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Follmer, Dan Jacob. “An Examination of the Conceptual Relations Among Executive Functioning, Metacognition, and Self-Regulated Learning.” 2015. Web. 05 Dec 2020.

Vancouver:

Follmer DJ. An Examination of the Conceptual Relations Among Executive Functioning, Metacognition, and Self-Regulated Learning. [Internet] [Thesis]. Penn State University; 2015. [cited 2020 Dec 05]. Available from: https://submit-etda.libraries.psu.edu/catalog/25774.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Follmer DJ. An Examination of the Conceptual Relations Among Executive Functioning, Metacognition, and Self-Regulated Learning. [Thesis]. Penn State University; 2015. Available from: https://submit-etda.libraries.psu.edu/catalog/25774

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Penn State University

11. Wang, Jianan. Active and Passive Procrastination of University Students Enrolled in Writing Courses Across Varying Course Delivery Models.

Degree: 2013, Penn State University

 This research aimed to extend the understanding of procrastination behaviors, with focus on the discussion of a debatable construct, active procrastination, as a distinctive form… (more)

Subjects/Keywords: Self-Regulated Learning; Active Procrastination; Academic Achievement

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APA (6th Edition):

Wang, J. (2013). Active and Passive Procrastination of University Students Enrolled in Writing Courses Across Varying Course Delivery Models. (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/19878

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Wang, Jianan. “Active and Passive Procrastination of University Students Enrolled in Writing Courses Across Varying Course Delivery Models.” 2013. Thesis, Penn State University. Accessed December 05, 2020. https://submit-etda.libraries.psu.edu/catalog/19878.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Wang, Jianan. “Active and Passive Procrastination of University Students Enrolled in Writing Courses Across Varying Course Delivery Models.” 2013. Web. 05 Dec 2020.

Vancouver:

Wang J. Active and Passive Procrastination of University Students Enrolled in Writing Courses Across Varying Course Delivery Models. [Internet] [Thesis]. Penn State University; 2013. [cited 2020 Dec 05]. Available from: https://submit-etda.libraries.psu.edu/catalog/19878.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Wang J. Active and Passive Procrastination of University Students Enrolled in Writing Courses Across Varying Course Delivery Models. [Thesis]. Penn State University; 2013. Available from: https://submit-etda.libraries.psu.edu/catalog/19878

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Penn State University

12. Reeves, Philip M. AN EXAMINATION OF HELP-SEEKING IN ENTREPRENEURSHIP EDUCATION.

Degree: 2016, Penn State University

 This dissertation expanded help-seeking research into entrepreneurship education and addressed understudied areas of help-seeking research. Researchers have commonly used Likert scales to measure help-seeking tendencies… (more)

Subjects/Keywords: Help-seeking; Self-regulated Learning; Entrepreneurship Education

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APA (6th Edition):

Reeves, P. M. (2016). AN EXAMINATION OF HELP-SEEKING IN ENTREPRENEURSHIP EDUCATION. (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/cr56n097m

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Reeves, Philip M. “AN EXAMINATION OF HELP-SEEKING IN ENTREPRENEURSHIP EDUCATION.” 2016. Thesis, Penn State University. Accessed December 05, 2020. https://submit-etda.libraries.psu.edu/catalog/cr56n097m.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Reeves, Philip M. “AN EXAMINATION OF HELP-SEEKING IN ENTREPRENEURSHIP EDUCATION.” 2016. Web. 05 Dec 2020.

Vancouver:

Reeves PM. AN EXAMINATION OF HELP-SEEKING IN ENTREPRENEURSHIP EDUCATION. [Internet] [Thesis]. Penn State University; 2016. [cited 2020 Dec 05]. Available from: https://submit-etda.libraries.psu.edu/catalog/cr56n097m.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Reeves PM. AN EXAMINATION OF HELP-SEEKING IN ENTREPRENEURSHIP EDUCATION. [Thesis]. Penn State University; 2016. Available from: https://submit-etda.libraries.psu.edu/catalog/cr56n097m

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Brigham Young University

13. Nuttall, Christopher. A Self-Regulated Learning Inventory Based on a Six-Dimensional Model of SRL.

Degree: MA, 2016, Brigham Young University

 This report discusses a study undertaken to develop, pilot, and tentatively validate a self- regulated learning (SRL) inventory for L2 contexts. This inventory was specifically… (more)

Subjects/Keywords: self-regulated learning; inventory; L2 context; Linguistics

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APA (6th Edition):

Nuttall, C. (2016). A Self-Regulated Learning Inventory Based on a Six-Dimensional Model of SRL. (Masters Thesis). Brigham Young University. Retrieved from https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=7581&context=etd

Chicago Manual of Style (16th Edition):

Nuttall, Christopher. “A Self-Regulated Learning Inventory Based on a Six-Dimensional Model of SRL.” 2016. Masters Thesis, Brigham Young University. Accessed December 05, 2020. https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=7581&context=etd.

MLA Handbook (7th Edition):

Nuttall, Christopher. “A Self-Regulated Learning Inventory Based on a Six-Dimensional Model of SRL.” 2016. Web. 05 Dec 2020.

Vancouver:

Nuttall C. A Self-Regulated Learning Inventory Based on a Six-Dimensional Model of SRL. [Internet] [Masters thesis]. Brigham Young University; 2016. [cited 2020 Dec 05]. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=7581&context=etd.

Council of Science Editors:

Nuttall C. A Self-Regulated Learning Inventory Based on a Six-Dimensional Model of SRL. [Masters Thesis]. Brigham Young University; 2016. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=7581&context=etd


University of Canterbury

14. Williamson, Genevieve. Self-regulated learning: an overview of metacognition, motivation and behaviour.

Degree: 2015, University of Canterbury

 The following review provides a synthesised summary of self-regulated learning in relation to metacognition, motivation and behaviour. It provides evidence regarding the need for, and… (more)

Subjects/Keywords: self-regulated learning; metacognition; motivation; behaviour

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APA (6th Edition):

Williamson, G. (2015). Self-regulated learning: an overview of metacognition, motivation and behaviour. (Thesis). University of Canterbury. Retrieved from http://dx.doi.org/10.26021/851

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Williamson, Genevieve. “Self-regulated learning: an overview of metacognition, motivation and behaviour.” 2015. Thesis, University of Canterbury. Accessed December 05, 2020. http://dx.doi.org/10.26021/851.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Williamson, Genevieve. “Self-regulated learning: an overview of metacognition, motivation and behaviour.” 2015. Web. 05 Dec 2020.

Vancouver:

Williamson G. Self-regulated learning: an overview of metacognition, motivation and behaviour. [Internet] [Thesis]. University of Canterbury; 2015. [cited 2020 Dec 05]. Available from: http://dx.doi.org/10.26021/851.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Williamson G. Self-regulated learning: an overview of metacognition, motivation and behaviour. [Thesis]. University of Canterbury; 2015. Available from: http://dx.doi.org/10.26021/851

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Victoria

15. Helm, Stephanie Catherine. An Exploration of elementary students' task understanding: how do young students understand the school activities they are assigned?.

Degree: Dept. of Educational Psychology and Leadership Studies, 2012, University of Victoria

 This study employed a cross case analysis research design to explore young elementary students’ task understanding and its relationship to learning. Participants included 13 grade… (more)

Subjects/Keywords: Self-Regulated Learning; Young Students; Task Understandng

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Helm, S. C. (2012). An Exploration of elementary students' task understanding: how do young students understand the school activities they are assigned?. (Masters Thesis). University of Victoria. Retrieved from http://hdl.handle.net/1828/3822

Chicago Manual of Style (16th Edition):

Helm, Stephanie Catherine. “An Exploration of elementary students' task understanding: how do young students understand the school activities they are assigned?.” 2012. Masters Thesis, University of Victoria. Accessed December 05, 2020. http://hdl.handle.net/1828/3822.

MLA Handbook (7th Edition):

Helm, Stephanie Catherine. “An Exploration of elementary students' task understanding: how do young students understand the school activities they are assigned?.” 2012. Web. 05 Dec 2020.

Vancouver:

Helm SC. An Exploration of elementary students' task understanding: how do young students understand the school activities they are assigned?. [Internet] [Masters thesis]. University of Victoria; 2012. [cited 2020 Dec 05]. Available from: http://hdl.handle.net/1828/3822.

Council of Science Editors:

Helm SC. An Exploration of elementary students' task understanding: how do young students understand the school activities they are assigned?. [Masters Thesis]. University of Victoria; 2012. Available from: http://hdl.handle.net/1828/3822


University of Illinois – Urbana-Champaign

16. Liu, Xiaomei. Adult age differences in information foraging in interactive reading environments.

Degree: MS, 0210, 2015, University of Illinois – Urbana-Champaign

 When learning about a single topic in natural reading environments, readers are confronted with multiple resources varying in type and amount of information. In this… (more)

Subjects/Keywords: Aging; Information Foraging; Reading; Self-Regulated Learning

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APA (6th Edition):

Liu, X. (2015). Adult age differences in information foraging in interactive reading environments. (Thesis). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/72862

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Liu, Xiaomei. “Adult age differences in information foraging in interactive reading environments.” 2015. Thesis, University of Illinois – Urbana-Champaign. Accessed December 05, 2020. http://hdl.handle.net/2142/72862.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Liu, Xiaomei. “Adult age differences in information foraging in interactive reading environments.” 2015. Web. 05 Dec 2020.

Vancouver:

Liu X. Adult age differences in information foraging in interactive reading environments. [Internet] [Thesis]. University of Illinois – Urbana-Champaign; 2015. [cited 2020 Dec 05]. Available from: http://hdl.handle.net/2142/72862.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Liu X. Adult age differences in information foraging in interactive reading environments. [Thesis]. University of Illinois – Urbana-Champaign; 2015. Available from: http://hdl.handle.net/2142/72862

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of North Texas

17. Samruayruen, Buncha. Self-regulated Learning Characteristics of Successful Versus Unsuccessful Online Learners in Thailand.

Degree: 2013, University of North Texas

 The purpose of this study was to identify the existing level of self-regulated learning (SRL) among Thai online learners, to examine the relationship between SRL… (more)

Subjects/Keywords: Self-regulated learning; self-regulation; online learning; online learning in Thailand

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Samruayruen, B. (2013). Self-regulated Learning Characteristics of Successful Versus Unsuccessful Online Learners in Thailand. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc271889/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Samruayruen, Buncha. “Self-regulated Learning Characteristics of Successful Versus Unsuccessful Online Learners in Thailand.” 2013. Thesis, University of North Texas. Accessed December 05, 2020. https://digital.library.unt.edu/ark:/67531/metadc271889/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Samruayruen, Buncha. “Self-regulated Learning Characteristics of Successful Versus Unsuccessful Online Learners in Thailand.” 2013. Web. 05 Dec 2020.

Vancouver:

Samruayruen B. Self-regulated Learning Characteristics of Successful Versus Unsuccessful Online Learners in Thailand. [Internet] [Thesis]. University of North Texas; 2013. [cited 2020 Dec 05]. Available from: https://digital.library.unt.edu/ark:/67531/metadc271889/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Samruayruen B. Self-regulated Learning Characteristics of Successful Versus Unsuccessful Online Learners in Thailand. [Thesis]. University of North Texas; 2013. Available from: https://digital.library.unt.edu/ark:/67531/metadc271889/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Open Universiteit Nederland

18. Jossberger, Helen. Toward Self-Regulated Learning in Vocational Education: Difficulties and Opportunities .

Degree: 2011, Open Universiteit Nederland

 In this dissertation, the focus is on learning in workplace simulations and the quest toward self-regulation in vocational education. The main aim was to gain… (more)

Subjects/Keywords: self-regulated learning; self-directed learning; workplace simulations; vocational education

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APA (6th Edition):

Jossberger, H. (2011). Toward Self-Regulated Learning in Vocational Education: Difficulties and Opportunities . (Doctoral Dissertation). Open Universiteit Nederland. Retrieved from http://hdl.handle.net/1820/3417

Chicago Manual of Style (16th Edition):

Jossberger, Helen. “Toward Self-Regulated Learning in Vocational Education: Difficulties and Opportunities .” 2011. Doctoral Dissertation, Open Universiteit Nederland. Accessed December 05, 2020. http://hdl.handle.net/1820/3417.

MLA Handbook (7th Edition):

Jossberger, Helen. “Toward Self-Regulated Learning in Vocational Education: Difficulties and Opportunities .” 2011. Web. 05 Dec 2020.

Vancouver:

Jossberger H. Toward Self-Regulated Learning in Vocational Education: Difficulties and Opportunities . [Internet] [Doctoral dissertation]. Open Universiteit Nederland; 2011. [cited 2020 Dec 05]. Available from: http://hdl.handle.net/1820/3417.

Council of Science Editors:

Jossberger H. Toward Self-Regulated Learning in Vocational Education: Difficulties and Opportunities . [Doctoral Dissertation]. Open Universiteit Nederland; 2011. Available from: http://hdl.handle.net/1820/3417


University of Kansas

19. McClain, Elizabeth Kim. The Effects of the Use of a Self-monitoring Form on Achievement and Self-regulated Learning in a Developmental Mathematics Course.

Degree: PhD, Curriculum and Teaching, 2015, University of Kansas

 For most undergraduate degrees, students are required to fulfill a baseline of mathematics requirements. However, some students are not prepared to begin in a college-level… (more)

Subjects/Keywords: Mathematics education; blended learning; developmental mathematics; self-monitoring; self-regulated learning

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

McClain, E. K. (2015). The Effects of the Use of a Self-monitoring Form on Achievement and Self-regulated Learning in a Developmental Mathematics Course. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/19508

Chicago Manual of Style (16th Edition):

McClain, Elizabeth Kim. “The Effects of the Use of a Self-monitoring Form on Achievement and Self-regulated Learning in a Developmental Mathematics Course.” 2015. Doctoral Dissertation, University of Kansas. Accessed December 05, 2020. http://hdl.handle.net/1808/19508.

MLA Handbook (7th Edition):

McClain, Elizabeth Kim. “The Effects of the Use of a Self-monitoring Form on Achievement and Self-regulated Learning in a Developmental Mathematics Course.” 2015. Web. 05 Dec 2020.

Vancouver:

McClain EK. The Effects of the Use of a Self-monitoring Form on Achievement and Self-regulated Learning in a Developmental Mathematics Course. [Internet] [Doctoral dissertation]. University of Kansas; 2015. [cited 2020 Dec 05]. Available from: http://hdl.handle.net/1808/19508.

Council of Science Editors:

McClain EK. The Effects of the Use of a Self-monitoring Form on Achievement and Self-regulated Learning in a Developmental Mathematics Course. [Doctoral Dissertation]. University of Kansas; 2015. Available from: http://hdl.handle.net/1808/19508


University of Newcastle

20. Alharbi, Ali. Pedagogical-based learning object system to support self-regulated learning of computer science.

Degree: PhD, 2013, University of Newcastle

Research Doctorate - Doctor of Philosophy (PhD)

Educators strive to design high-quality learning materials to help students gain an understanding of the subjects under study.… (more)

Subjects/Keywords: computer science education; learning objects; self regulated learning; learning styles

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Alharbi, A. (2013). Pedagogical-based learning object system to support self-regulated learning of computer science. (Doctoral Dissertation). University of Newcastle. Retrieved from http://hdl.handle.net/1959.13/1039667

Chicago Manual of Style (16th Edition):

Alharbi, Ali. “Pedagogical-based learning object system to support self-regulated learning of computer science.” 2013. Doctoral Dissertation, University of Newcastle. Accessed December 05, 2020. http://hdl.handle.net/1959.13/1039667.

MLA Handbook (7th Edition):

Alharbi, Ali. “Pedagogical-based learning object system to support self-regulated learning of computer science.” 2013. Web. 05 Dec 2020.

Vancouver:

Alharbi A. Pedagogical-based learning object system to support self-regulated learning of computer science. [Internet] [Doctoral dissertation]. University of Newcastle; 2013. [cited 2020 Dec 05]. Available from: http://hdl.handle.net/1959.13/1039667.

Council of Science Editors:

Alharbi A. Pedagogical-based learning object system to support self-regulated learning of computer science. [Doctoral Dissertation]. University of Newcastle; 2013. Available from: http://hdl.handle.net/1959.13/1039667


University of Wollongong

21. Thomas, Lisa. Investigating self-regulated learning strategies to support the transition to problem-based learning.

Degree: PhD, Faculty of Education, 2013, University of Wollongong

  This study investigated how self-regulated learning strategies could support student transition in a problem-based learning context. Problem-based learning is a pedagogical approach in which… (more)

Subjects/Keywords: problem-based learning; self-regulated learning; learning skills; medical education

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APA (6th Edition):

Thomas, L. (2013). Investigating self-regulated learning strategies to support the transition to problem-based learning. (Doctoral Dissertation). University of Wollongong. Retrieved from 130103 Higher Education, 130209 Medicine, Nursing and Health Curriculum and Pedagogy, 130309 Learning Sciences ; https://ro.uow.edu.au/theses/3962

Chicago Manual of Style (16th Edition):

Thomas, Lisa. “Investigating self-regulated learning strategies to support the transition to problem-based learning.” 2013. Doctoral Dissertation, University of Wollongong. Accessed December 05, 2020. 130103 Higher Education, 130209 Medicine, Nursing and Health Curriculum and Pedagogy, 130309 Learning Sciences ; https://ro.uow.edu.au/theses/3962.

MLA Handbook (7th Edition):

Thomas, Lisa. “Investigating self-regulated learning strategies to support the transition to problem-based learning.” 2013. Web. 05 Dec 2020.

Vancouver:

Thomas L. Investigating self-regulated learning strategies to support the transition to problem-based learning. [Internet] [Doctoral dissertation]. University of Wollongong; 2013. [cited 2020 Dec 05]. Available from: 130103 Higher Education, 130209 Medicine, Nursing and Health Curriculum and Pedagogy, 130309 Learning Sciences ; https://ro.uow.edu.au/theses/3962.

Council of Science Editors:

Thomas L. Investigating self-regulated learning strategies to support the transition to problem-based learning. [Doctoral Dissertation]. University of Wollongong; 2013. Available from: 130103 Higher Education, 130209 Medicine, Nursing and Health Curriculum and Pedagogy, 130309 Learning Sciences ; https://ro.uow.edu.au/theses/3962


University of KwaZulu-Natal

22. Surmon, Kate Pamela. A qualitative perspective of high academic achievers’ self-regulated learning, learning styles, and learning strategies.

Degree: 2019, University of KwaZulu-Natal

 Pressure from global and local changes have necessitated the need for transformation in higher education institutions. This has given rise to numerous studies conducted on… (more)

Subjects/Keywords: Self-regulated learning.; Learning styles.; High academic achievers.; Learning strategies.

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APA (6th Edition):

Surmon, K. P. (2019). A qualitative perspective of high academic achievers’ self-regulated learning, learning styles, and learning strategies. (Thesis). University of KwaZulu-Natal. Retrieved from https://researchspace.ukzn.ac.za/handle/10413/17153

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Surmon, Kate Pamela. “A qualitative perspective of high academic achievers’ self-regulated learning, learning styles, and learning strategies.” 2019. Thesis, University of KwaZulu-Natal. Accessed December 05, 2020. https://researchspace.ukzn.ac.za/handle/10413/17153.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Surmon, Kate Pamela. “A qualitative perspective of high academic achievers’ self-regulated learning, learning styles, and learning strategies.” 2019. Web. 05 Dec 2020.

Vancouver:

Surmon KP. A qualitative perspective of high academic achievers’ self-regulated learning, learning styles, and learning strategies. [Internet] [Thesis]. University of KwaZulu-Natal; 2019. [cited 2020 Dec 05]. Available from: https://researchspace.ukzn.ac.za/handle/10413/17153.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Surmon KP. A qualitative perspective of high academic achievers’ self-regulated learning, learning styles, and learning strategies. [Thesis]. University of KwaZulu-Natal; 2019. Available from: https://researchspace.ukzn.ac.za/handle/10413/17153

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Guelph

23. Willoughby, David. Compassion, Acceptance and Narrative Identity in the Self-Regulation of Learning Among University Students with Learning Disabilities.

Degree: PhD, Department of Psychology, 2018, University of Guelph

 University students with learning disabilities (LDs) represent a growing fraction of the total student population within North America. While past research has focused on cognitive… (more)

Subjects/Keywords: Self compassion; self acceptance; learning disabilities; learning disability; self regulated learning; narrative identity

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Willoughby, D. (2018). Compassion, Acceptance and Narrative Identity in the Self-Regulation of Learning Among University Students with Learning Disabilities. (Doctoral Dissertation). University of Guelph. Retrieved from https://atrium.lib.uoguelph.ca/xmlui/handle/10214/13554

Chicago Manual of Style (16th Edition):

Willoughby, David. “Compassion, Acceptance and Narrative Identity in the Self-Regulation of Learning Among University Students with Learning Disabilities.” 2018. Doctoral Dissertation, University of Guelph. Accessed December 05, 2020. https://atrium.lib.uoguelph.ca/xmlui/handle/10214/13554.

MLA Handbook (7th Edition):

Willoughby, David. “Compassion, Acceptance and Narrative Identity in the Self-Regulation of Learning Among University Students with Learning Disabilities.” 2018. Web. 05 Dec 2020.

Vancouver:

Willoughby D. Compassion, Acceptance and Narrative Identity in the Self-Regulation of Learning Among University Students with Learning Disabilities. [Internet] [Doctoral dissertation]. University of Guelph; 2018. [cited 2020 Dec 05]. Available from: https://atrium.lib.uoguelph.ca/xmlui/handle/10214/13554.

Council of Science Editors:

Willoughby D. Compassion, Acceptance and Narrative Identity in the Self-Regulation of Learning Among University Students with Learning Disabilities. [Doctoral Dissertation]. University of Guelph; 2018. Available from: https://atrium.lib.uoguelph.ca/xmlui/handle/10214/13554


University of Georgia

24. Francom, Gregory Merrill. Promoting learner self-direction with task-centered learning activities in a general education biology course.

Degree: 2014, University of Georgia

 There is currently a growing recognition of the importance of knowledge and skills that enable students to self-direct and self-regulate personal learning processes. This type… (more)

Subjects/Keywords: Self-direction; Self-directed learning; Task-centered; Problem-centered Self-regulated learning; Self-regulation

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Francom, G. M. (2014). Promoting learner self-direction with task-centered learning activities in a general education biology course. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/27453

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Francom, Gregory Merrill. “Promoting learner self-direction with task-centered learning activities in a general education biology course.” 2014. Thesis, University of Georgia. Accessed December 05, 2020. http://hdl.handle.net/10724/27453.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Francom, Gregory Merrill. “Promoting learner self-direction with task-centered learning activities in a general education biology course.” 2014. Web. 05 Dec 2020.

Vancouver:

Francom GM. Promoting learner self-direction with task-centered learning activities in a general education biology course. [Internet] [Thesis]. University of Georgia; 2014. [cited 2020 Dec 05]. Available from: http://hdl.handle.net/10724/27453.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Francom GM. Promoting learner self-direction with task-centered learning activities in a general education biology course. [Thesis]. University of Georgia; 2014. Available from: http://hdl.handle.net/10724/27453

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Royal Roads University

25. Mercer, Ralph E. Learning in the open : quantifying personal learning environments .

Degree: 2014, Royal Roads University

 This thesis explores whether it is possible to quantify personal learning environments by employing the concepts and culture that support the Quantified Self movement. Using… (more)

Subjects/Keywords: online ethnography; Personal learning environment; quantified self; self-regulated learning; social learning; technology-mediated learning

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Mercer, R. E. (2014). Learning in the open : quantifying personal learning environments . (Thesis). Royal Roads University. Retrieved from http://hdl.handle.net/10170/765

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Mercer, Ralph E. “Learning in the open : quantifying personal learning environments .” 2014. Thesis, Royal Roads University. Accessed December 05, 2020. http://hdl.handle.net/10170/765.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Mercer, Ralph E. “Learning in the open : quantifying personal learning environments .” 2014. Web. 05 Dec 2020.

Vancouver:

Mercer RE. Learning in the open : quantifying personal learning environments . [Internet] [Thesis]. Royal Roads University; 2014. [cited 2020 Dec 05]. Available from: http://hdl.handle.net/10170/765.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Mercer RE. Learning in the open : quantifying personal learning environments . [Thesis]. Royal Roads University; 2014. Available from: http://hdl.handle.net/10170/765

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Melbourne

26. de Barba, Paula. Autonomous learning and achievement motivation in online learning environments.

Degree: 2017, University of Melbourne

 This program of research developed new understandings of how students’ personal characteristics influence their learning processes in online environments, particularly in a novel mode of… (more)

Subjects/Keywords: autonomous learning; self-regulated learning; self-directed learning; achievement motivation; situational interest; online learning; MOOC

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

de Barba, P. (2017). Autonomous learning and achievement motivation in online learning environments. (Doctoral Dissertation). University of Melbourne. Retrieved from http://hdl.handle.net/11343/212132

Chicago Manual of Style (16th Edition):

de Barba, Paula. “Autonomous learning and achievement motivation in online learning environments.” 2017. Doctoral Dissertation, University of Melbourne. Accessed December 05, 2020. http://hdl.handle.net/11343/212132.

MLA Handbook (7th Edition):

de Barba, Paula. “Autonomous learning and achievement motivation in online learning environments.” 2017. Web. 05 Dec 2020.

Vancouver:

de Barba P. Autonomous learning and achievement motivation in online learning environments. [Internet] [Doctoral dissertation]. University of Melbourne; 2017. [cited 2020 Dec 05]. Available from: http://hdl.handle.net/11343/212132.

Council of Science Editors:

de Barba P. Autonomous learning and achievement motivation in online learning environments. [Doctoral Dissertation]. University of Melbourne; 2017. Available from: http://hdl.handle.net/11343/212132

27. Moote, Julie Katherine. When students lead : investigating the impact of the CREST inquiry-based learning programme on changes in self-regulated processes and related motivations among young science students.

Degree: PhD, 2014, University of Edinburgh

 This thesis explores the impact of an inquiry-based learning programme on students’ self-reported levels of self-regulated processes and related motivations in the science classroom. Appreciating… (more)

Subjects/Keywords: 507.1; self-regulation; self-regulated learning; meta-cognition; motivation; science

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APA (6th Edition):

Moote, J. K. (2014). When students lead : investigating the impact of the CREST inquiry-based learning programme on changes in self-regulated processes and related motivations among young science students. (Doctoral Dissertation). University of Edinburgh. Retrieved from http://hdl.handle.net/1842/9828

Chicago Manual of Style (16th Edition):

Moote, Julie Katherine. “When students lead : investigating the impact of the CREST inquiry-based learning programme on changes in self-regulated processes and related motivations among young science students.” 2014. Doctoral Dissertation, University of Edinburgh. Accessed December 05, 2020. http://hdl.handle.net/1842/9828.

MLA Handbook (7th Edition):

Moote, Julie Katherine. “When students lead : investigating the impact of the CREST inquiry-based learning programme on changes in self-regulated processes and related motivations among young science students.” 2014. Web. 05 Dec 2020.

Vancouver:

Moote JK. When students lead : investigating the impact of the CREST inquiry-based learning programme on changes in self-regulated processes and related motivations among young science students. [Internet] [Doctoral dissertation]. University of Edinburgh; 2014. [cited 2020 Dec 05]. Available from: http://hdl.handle.net/1842/9828.

Council of Science Editors:

Moote JK. When students lead : investigating the impact of the CREST inquiry-based learning programme on changes in self-regulated processes and related motivations among young science students. [Doctoral Dissertation]. University of Edinburgh; 2014. Available from: http://hdl.handle.net/1842/9828


NSYSU

28. Chen, Yi-An. An investigation on self-regulated learning strategies and academic achievement of junior high school students with learning disabilities.

Degree: Master, Education, 2009, NSYSU

 The purpose of this study was to explore self-regulated learning strategies (SRLS) and the relationship between SRLS and academic achievement of junior high school students… (more)

Subjects/Keywords: learning disabilities; self-regulated learning strategies; academic achievement

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APA (6th Edition):

Chen, Y. (2009). An investigation on self-regulated learning strategies and academic achievement of junior high school students with learning disabilities. (Thesis). NSYSU. Retrieved from http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0907109-154303

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Chen, Yi-An. “An investigation on self-regulated learning strategies and academic achievement of junior high school students with learning disabilities.” 2009. Thesis, NSYSU. Accessed December 05, 2020. http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0907109-154303.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Chen, Yi-An. “An investigation on self-regulated learning strategies and academic achievement of junior high school students with learning disabilities.” 2009. Web. 05 Dec 2020.

Vancouver:

Chen Y. An investigation on self-regulated learning strategies and academic achievement of junior high school students with learning disabilities. [Internet] [Thesis]. NSYSU; 2009. [cited 2020 Dec 05]. Available from: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0907109-154303.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Chen Y. An investigation on self-regulated learning strategies and academic achievement of junior high school students with learning disabilities. [Thesis]. NSYSU; 2009. Available from: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0907109-154303

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


NSYSU

29. Yu , Mei-hsueh. Design and validation of a readiness scale for flipped classroom learning.

Degree: Master, Information Management, 2015, NSYSU

 The study first explored the differences between traditional literature classrooms, online learning and flipped classroom diversity, analyzed the characteristics of flipping the classroom, and summed… (more)

Subjects/Keywords: flipped classroom; self-regulated learning; active learning; learner readiness

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APA (6th Edition):

Yu , M. (2015). Design and validation of a readiness scale for flipped classroom learning. (Thesis). NSYSU. Retrieved from http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0712115-104809

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Yu , Mei-hsueh. “Design and validation of a readiness scale for flipped classroom learning.” 2015. Thesis, NSYSU. Accessed December 05, 2020. http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0712115-104809.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Yu , Mei-hsueh. “Design and validation of a readiness scale for flipped classroom learning.” 2015. Web. 05 Dec 2020.

Vancouver:

Yu M. Design and validation of a readiness scale for flipped classroom learning. [Internet] [Thesis]. NSYSU; 2015. [cited 2020 Dec 05]. Available from: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0712115-104809.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Yu M. Design and validation of a readiness scale for flipped classroom learning. [Thesis]. NSYSU; 2015. Available from: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0712115-104809

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Penn State University

30. Tang, Hengtao. EXPLORING SELF-REGULATED LEARNER PROFILES IN MOOCS: A COMPARATIVE STUDY.

Degree: 2018, Penn State University

 Massive Open Online Courses (MOOCs) have received considerable attention with some scholars claiming they have the potential of opening up access to higher education, but… (more)

Subjects/Keywords: Self-regulated learning; Learning analytics; MOOCs; Culture; Comparative study

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Tang, H. (2018). EXPLORING SELF-REGULATED LEARNER PROFILES IN MOOCS: A COMPARATIVE STUDY. (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/15966hzt111

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Tang, Hengtao. “EXPLORING SELF-REGULATED LEARNER PROFILES IN MOOCS: A COMPARATIVE STUDY.” 2018. Thesis, Penn State University. Accessed December 05, 2020. https://submit-etda.libraries.psu.edu/catalog/15966hzt111.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Tang, Hengtao. “EXPLORING SELF-REGULATED LEARNER PROFILES IN MOOCS: A COMPARATIVE STUDY.” 2018. Web. 05 Dec 2020.

Vancouver:

Tang H. EXPLORING SELF-REGULATED LEARNER PROFILES IN MOOCS: A COMPARATIVE STUDY. [Internet] [Thesis]. Penn State University; 2018. [cited 2020 Dec 05]. Available from: https://submit-etda.libraries.psu.edu/catalog/15966hzt111.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Tang H. EXPLORING SELF-REGULATED LEARNER PROFILES IN MOOCS: A COMPARATIVE STUDY. [Thesis]. Penn State University; 2018. Available from: https://submit-etda.libraries.psu.edu/catalog/15966hzt111

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

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