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Reminding Guides the Use of Self-Reg...

Li, Jiyu.

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Reminding Guides the Use of Self-Regulated Learning Strategies in Reading Reflections.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Reminding Guides the Use of Self-Regulated Learning Strategies in Reading Reflections./
作者:	Li, Jiyu.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2022,
面頁冊數:	34 p.
附註:	Source: Masters Abstracts International, Volume: 83-12.
Contained By:	Masters Abstracts International83-12.
標題:	Educational psychology. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28970366
ISBN:	9798802708545

Reminding Guides the Use of Self-Regulated Learning Strategies in Reading Reflections.
Li, Jiyu.

Reminding Guides the Use of Self-Regulated Learning Strategies in Reading Reflections. - Ann Arbor : ProQuest Dissertations & Theses, 2022 - 34 p.

Source: Masters Abstracts International, Volume: 83-12.

Thesis (M.A.)--The University of Arizona, 2022.

This item must not be sold to any third party vendors.

Strategy use is an important component of self-regulated learning because it affects academic achievement. The strategies that learners choose to utilize may be driven by specific training and testing contexts, according to major self-regulated learning models (e.g., Zimmerman, 2000). However, the context of learning is multifaceted and there is a lack of study on how superficial context features (e.g., background color) affect self-regulated learning. In the current study, I examined whether superficial context features influence how learners utilize reading strategies while studying complex passages. I trained participants to write cognitive and metacognitive reflections, as developed in Nuckles et al. (2020), under distinct contexts that differed in font, background color, topic, and screen position. Then, during the test phase, learners wrote their own reflections to novel passages. When test contexts matched metacognitive training contexts, learners' reflections included more metacognitive sentences, but when test contexts matched cognitive training conditions, learners' reflections included more cognitive sentences. Contextual features can remind learners of earlier training and can guide complex self-regulated learning processes, like reflections to complicated readings.

ISBN: 9798802708545Subjects--Topical Terms:

517650
Educational psychology.
Subjects--Index Terms:

Reminder

Reminding Guides the Use of Self-Regulated Learning Strategies in Reading Reflections.
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