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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Blue Eyes Intelligence Engineering and Sciences Publication
2019
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my.utm.909812021-05-31T13:21:13Z http://eprints.utm.my/id/eprint/90981/ Students perceived learning environment for self regulation Lim, S. L. Yeo, K. J. LB Theory and practice of education 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. Blue Eyes Intelligence Engineering and Sciences Publication 2019 Article PeerReviewed Lim, S. L. and Yeo, K. J. (2019) Students perceived learning environment for self regulation. Indian Journal of Public Health Research & Development, 10 (4). ISSN 0976-0245 http://www.dx.doi.org/10.5958/0976-5506.2019.00919.7 DOI: 10.5958/0976-5506.2019.00919.7 |
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Universiti Teknologi Malaysia |
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Institutional Repository |
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Asia |
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Malaysia |
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Universiti Teknologi Malaysia |
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| topic |
LB Theory and practice of education |
| spellingShingle |
LB Theory and practice of education Lim, S. L. Yeo, K. J. Students perceived learning environment for self regulation |
| description |
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. |
| format |
Article |
| author |
Lim, S. L. Yeo, K. J. |
| author_facet |
Lim, S. L. Yeo, K. J. |
| author_sort |
Lim, S. L. |
| title |
Students perceived learning environment for self regulation |
| title_short |
Students perceived learning environment for self regulation |
| title_full |
Students perceived learning environment for self regulation |
| title_fullStr |
Students perceived learning environment for self regulation |
| title_full_unstemmed |
Students perceived learning environment for self regulation |
| title_sort |
students perceived learning environment for self regulation |
| publisher |
Blue Eyes Intelligence Engineering and Sciences Publication |
| publishDate |
2019 |
| url |
http://eprints.utm.my/id/eprint/90981/ http://www.dx.doi.org/10.5958/0976-5506.2019.00919.7 |
| _version_ |
1702169628906618880 |
| score |
13.252575 |