Examining the regulation of motivational and comprehension-related problems during collaborative learning
- Location
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Deutsche Nationalbibliothek Frankfurt am Main
- Extent
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Online-Ressource
- Language
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Englisch
- Bibliographic citation
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In: Metacognition and Learning, 17, 3, S. 813-836
- Event
-
Veröffentlichung
- (where)
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Augsburg
- (who)
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Universität Augsburg
- (when)
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2022
- Event
-
Veröffentlichung
- (where)
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Berlin
- (who)
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Springer Science and Business Media LLC
- (when)
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2022
- DOI
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10.1007/s11409-022-09316-9
- URN
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urn:nbn:de:bvb:384-opus4-983267
- Rights
-
Der Zugriff auf das Objekt ist unbeschränkt möglich.
- Last update
-
25.03.2025, 1:56 PM CET
Data provider
This object is provided by:
Deutsche Nationalbibliothek. If you have any questions about the object, please contact the data provider.
Deutsche Nationalbibliothek. If you have any questions about the object, please contact the data provider.
Associated
- Melzner, Nadine
- Dresel, Markus
- Kollar, Ingo
- Universität Augsburg
- Springer Science and Business Media LLC
Time of origin
- 2022
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Effectiveness of motivational regulation: Dependence on specific motivational problems
Supporting self-regulated learning with digital media using motivational regulation and metacognitive prompts
Motivationsförderung im schulischen Kontext
Suitability of motivational regulation strategies for specific motivational problems: an expert survey
Interrelations between motivational regulation, procrastination and college dropout intentions
How groups regulate their learning: the influence of achievement goals on self-, co- and shared regulation strategies
Motivational school climate and teachers' achievement goal orientations: A hierarchical approach
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Webbasiertes Forschendes Lernen in der Biologie: Effekte internaler und externaler Kooperationsskripts auf Prozesse und Ergebnisse des gemeinsamen Argumentierens
A longitudinal analysis of Dweck’s motivational-process-model in the classroom
Putting ICAP to the test: how technology-enhanced learning activities are related to cognitive and affective-motivational learning outcomes in higher education
Regulating self-organized collaborative learning: the importance of homogeneous problem perception, immediacy and intensity of strategy use
Effectiveness of motivational regulation: Dependence on specific motivational problems
Supporting self-regulated learning with digital media using motivational regulation and metacognitive prompts
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Suitability of motivational regulation strategies for specific motivational problems: an expert survey
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How groups regulate their learning: the influence of achievement goals on self-, co- and shared regulation strategies
Motivational school climate and teachers' achievement goal orientations: A hierarchical approach
Solving professional problems together : the impact of collaboration on pre-service teachers’ scientific reasoning