How groups regulate their learning: the influence of achievement goals on self-, co- and shared regulation strategies
- Standort
-
Deutsche Nationalbibliothek Frankfurt am Main
- Umfang
-
Online-Ressource
- Sprache
-
Englisch
- Anmerkungen
-
In: Rethinking Learning in the Digital Age: Making the Learning Sciences count; 13th International Conference of the Learning Sciences (ICLS) 2018, June 23-27, 2018, London, United Kingdom, Volume 3, S. 1561-1562
- Klassifikation
-
Erziehung, Schul- und Bildungswesen
- Ereignis
-
Veröffentlichung
- (wo)
-
Augsburg, London
- (wer)
-
Universität Augsburg, International Society of the Learning Sciences
- (wann)
-
2018
- Urheber
- Beteiligte Personen und Organisationen
-
Kay, Jay
Lukin, Rosemary
- DOI
-
10.22318/cscl2018.1561
- URN
-
urn:nbn:de:bvb:384-opus4-454924
- Rechteinformation
-
Der Zugriff auf das Objekt ist unbeschränkt möglich.
- Letzte Aktualisierung
-
25.03.2025, 13:50 MEZ
Datenpartner
Dieses Objekt wird bereitgestellt von:
Deutsche Nationalbibliothek. Bei Fragen zum Objekt wenden Sie sich bitte an den Datenpartner.
Deutsche Nationalbibliothek. Bei Fragen zum Objekt wenden Sie sich bitte an den Datenpartner.
Beteiligte
- Greisel, Martin
- Melzner, Nadine
- Kollar, Ingo
- Dresel, Markus
- Kay, Jay
- Lukin, Rosemary
- Universität Augsburg, International Society of the Learning Sciences
Entstanden
- 2018
Ähnliche Objekte (12)
Examining the regulation of motivational and comprehension-related problems during collaborative learning
University instructors’ achievement goals for teaching
Teaching and research: specificity and congruence of university faculty achievement goals
Researchers' achievement goals: prevalence, structure, and associations with job burnout/engagement and professional learning
Regulating self-organized collaborative learning: the importance of homogeneous problem perception, immediacy and intensity of strategy use
Do achievement goals and self-efficacy matter for feedback use?
Do all roads lead to Rome? An expert study to assess the immediacy of strategies to regulate collaborative learning
Exploring university instructors' achievement goals and discrete emotions
Relationship between achievement goals and attention of university instructors in higher education professional training courses
Exploring university instructors' achievement goals and discrete emotions
University instructors' implicit theories of intelligence, achievement goals for teaching, and teaching quality
Development of achievement goals across the transition out of secondary school
Examining the regulation of motivational and comprehension-related problems during collaborative learning
University instructors’ achievement goals for teaching
Teaching and research: specificity and congruence of university faculty achievement goals
Researchers' achievement goals: prevalence, structure, and associations with job burnout/engagement and professional learning
Regulating self-organized collaborative learning: the importance of homogeneous problem perception, immediacy and intensity of strategy use
Do achievement goals and self-efficacy matter for feedback use?
Do all roads lead to Rome? An expert study to assess the immediacy of strategies to regulate collaborative learning
Exploring university instructors' achievement goals and discrete emotions
Relationship between achievement goals and attention of university instructors in higher education professional training courses
Exploring university instructors' achievement goals and discrete emotions
University instructors' implicit theories of intelligence, achievement goals for teaching, and teaching quality
Development of achievement goals across the transition out of secondary school
Examining the regulation of motivational and comprehension-related problems during collaborative learning
University instructors’ achievement goals for teaching
Teaching and research: specificity and congruence of university faculty achievement goals
Researchers' achievement goals: prevalence, structure, and associations with job burnout/engagement and professional learning
Regulating self-organized collaborative learning: the importance of homogeneous problem perception, immediacy and intensity of strategy use
Do achievement goals and self-efficacy matter for feedback use?
Do all roads lead to Rome? An expert study to assess the immediacy of strategies to regulate collaborative learning
Exploring university instructors' achievement goals and discrete emotions
Relationship between achievement goals and attention of university instructors in higher education professional training courses
Exploring university instructors' achievement goals and discrete emotions
University instructors' implicit theories of intelligence, achievement goals for teaching, and teaching quality