Students perceived learning environment for self regulation
The aim of this review was to identify students’ perceptions of self-regulated learning environment. Seven studies (N = 16,493) met inclusion criteria for this review. Five top characteristics of self-regulated learning environment identified in most studies were teachers’ social support, student co...
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| 主要な著者: | , |
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| フォーマット: | 論文 |
| 出版事項: |
Blue Eyes Intelligence Engineering and Sciences Publication
2019
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| オンライン･アクセス: | http://eprints.utm.my/id/eprint/90981/ http://www.dx.doi.org/10.5958/0976-5506.2019.00919.7 |
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| 要約: | The aim of this review was to identify students’ perceptions of self-regulated learning environment. Seven studies (N = 16,493) met inclusion criteria for this review. Five top characteristics of self-regulated learning environment identified in most studies were teachers’ social support, student cohesiveness, equity, task orientation, autonomy support regardless of the variability in terms of participants’ age group, types of learning institution or geographical location. This reviewprovides synthesized information for more effective implementation ofself-regulated learning in future. |
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