Self-regulation interventions with a focus on learning strategies
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Learning how to study effectively cannot be separated from course contents and the process of learning.
“studies point out that learning how to study effectively cannot be separated from course contents and the process of learning (Weinstein et al., 2000; Durkin and Main, 2002; Wingate, 2007).”
From How Study Environments Foster Academic Procrastination: Overview and Recommendations (2020) · cites this paper as Weinstein et al., 2000
Cognitive strategies are task-specific because they directly address particular kinds of information processing that must suit a given learning task.
“Cognitive strategies, which are conducive to rehearsing, organizing, and elaborating information (Weinstein et al. 2000), are task-specific because they directly address particular kinds of information processing that must suit a given learning task (e.g., Donker et al. 2014).”
From Transfer of metacognitive skills in self-regulated learning: an experimental training study (2020) · cites this paper as Weinstein et al. 2000
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- Authors
- Weinstein, C. E., Husman, J., & Dierking, D. R.
- Affiliations
- The University of Texas at Austin (US)
- University of Alabama (US)
- ORCID
- Husman, Jenefer
- Venue
- Handbook of Self-Regulation
- Publisher
- Elsevier
- Published
- 2000
- Pages
- 727-747
- OpenAlex
- W2500354355
- Cited by
- 538
- References
- 56
- Citations by year
- 2026: 10 · 2025: 19 · 2024: 24 · 2023: 27 · 2022: 28 · 2021: 38 · 2020: 37 · 2019: 33 · 2018: 18 · 2017: 21 · 2016: 30 · 2015: 37 · 2014: 31 · 2013: 26 · 2012: 21
- FWCI
- 15.91
- Type
- book chapter
- Language
- en
- Open access
- closed
- Locations
- Elsevier eBooks (publishedVersion)
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
- Social Sciences › Psychology › Developmental and Educational Psychology › Educational Strategies and Epistemologies
- Life Sciences › Neuroscience › Cognitive Neuroscience › Memory Processes and Influences
- Keywords
- self-regulation, learning strategies, metacognition, cognitive processes, memory strategies, mnemonics, associative networks, paired-associate learning, information processing theory, academic performance, active learning
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