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Enhancing self-regulated learning by writing learning protocols

Nückles, Matthias, Hübner, Sandra, Renkl, Alexander·2009·Learning and Instruction

DOI 10.1016/j.learninstruc.2008.05.002

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Authors: Nückles, M., Hübner, S., & Renkl, A.
Affiliations: University of Göttingen (DE)
University of Freiburg (DE)
Corresponding author: Nückles, Matthias
ORCID: Nückles, Matthias
Renkl, Alexander
Venue: Learning and Instruction
Publisher: Elsevier BV
Published: 2009-06
Volume: 19
Issue: 3
Pages: 259-271
ISSN: 0959-4752 (ISSN-L)
DOI: 10.1016/j.learninstruc.2008.05.002
OpenAlex: W1981415423
Cited by: 252
References: 52
Citations by year: 2026: 11 · 2025: 11 · 2024: 17 · 2023: 14 · 2022: 13 · 2021: 11 · 2020: 20 · 2019: 18 · 2018: 11 · 2017: 12 · 2016: 23 · 2015: 17 · 2014: 13 · 2013: 16 · 2012: 13
FWCI: 18.73
Type: journal article
Language: en
Open access: closed
Licence: www.elsevier.com/tdm/userlicense/1.0/ (tdm)
Locations: Learning and Instruction (publishedVersion)
GRO (submittedVersion)
Funders: Deutsche Forschungsgemeinschaft
Topics: Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
Social Sciences › Education › Writing and Handwriting Education
Social Sciences › Psychology › Developmental and Educational Psychology › Educational Strategies and Epistemologies
Keywords: student self-regulation, learning protocols, prompting, metacognitive prompts, comprehension

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