How groups regulate their learning: the influence of achievement goals on self-, co- and shared regulation strategies

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Location: Deutsche Nationalbibliothek Frankfurt am Main

Extent: Online-Ressource

Language: Englisch

Notes: 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

Classification: Erziehung, Schul- und Bildungswesen

Event: Veröffentlichung

(where): Augsburg

(who): Universität Augsburg

(when): 2018

Event: Veröffentlichung

(where): London

(who): International Society of the Learning Sciences

(when): 2018

Creator: Greisel, Martin
Melzner, Nadine
Kollar, Ingo
Dresel, Markus

Contributor: Kay, Jay
Lukin, Rosemary

DOI: 10.22318/cscl2018.1561

URN: urn:nbn:de:bvb:384-opus4-454924

Rights: Der Zugriff auf das Objekt ist unbeschränkt möglich.

Last update: 15.08.2025, 7:37 AM CEST

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Associated

Greisel, Martin
Melzner, Nadine
Kollar, Ingo
Dresel, Markus
Kay, Jay
Lukin, Rosemary
Universität Augsburg
International Society of the Learning Sciences

Time of origin

2018

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How groups regulate their learning: the influence of achievement goals on self-, co- and shared regulation strategies

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Other Objects (12)

How are achievement goals associated with self-, co-, and socially shared regulation in collaborative learning?

Examining the regulation of motivational and comprehension-related problems during collaborative learning

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Regulating self-organized collaborative learning: the importance of homogeneous problem perception, immediacy and intensity of strategy use

Teaching and research: specificity and congruence of university faculty achievement goals

Structure and relationships of university instructors' achievement goals

Researchers' achievement goals: prevalence, structure, and associations with job burnout/engagement and professional learning

Do achievement goals and self-efficacy matter for feedback use?

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Do all roads lead to Rome? An expert study to assess the immediacy of strategies to regulate collaborative learning

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Examining the regulation of motivational and comprehension-related problems during collaborative learning

University instructors’ achievement goals for teaching

Regulating self-organized collaborative learning: the importance of homogeneous problem perception, immediacy and intensity of strategy use

Teaching and research: specificity and congruence of university faculty achievement goals

Structure and relationships of university instructors' achievement goals

Researchers' achievement goals: prevalence, structure, and associations with job burnout/engagement and professional learning

Do achievement goals and self-efficacy matter for feedback use?

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Do all roads lead to Rome? An expert study to assess the immediacy of strategies to regulate collaborative learning

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How are achievement goals associated with self-, co-, and socially shared regulation in collaborative learning?

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University instructors’ achievement goals for teaching

Regulating self-organized collaborative learning: the importance of homogeneous problem perception, immediacy and intensity of strategy use

Teaching and research: specificity and congruence of university faculty achievement goals

Structure and relationships of university instructors' achievement goals

Researchers' achievement goals: prevalence, structure, and associations with job burnout/engagement and professional learning

Do achievement goals and self-efficacy matter for feedback use?

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Do all roads lead to Rome? An expert study to assess the immediacy of strategies to regulate collaborative learning

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