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Enhancing self-regulated learning by writing learning protocols
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“Similarly, in a study focused on comparing the impact of different aspects of SRL, Nückles et al. (2009) found that prompts focused on planning for remedial strategies increased students' planning statements and the use of remedial strategies compared to students who did not receive planning prompts.”
From Beyond goal setting and planning: An examination of college students’ self-regulated learning forethought processes (2025) · cites this paper as Nückles et al. (2009)
In the citing paper
“In addition, the implementation of planning prompts predicted students' performance.”
From Beyond goal setting and planning: An examination of college students’ self-regulated learning forethought processes (2025) · cites this paper as Nückles et al. (2009)
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Self-citation
Metadata
- Authors
- Nückles, M., Hübner, S., & Renkl, A.
- Affiliations
- University of Göttingen (DE)
- University of Freiburg (DE)
- Corresponding author
- Nückles, Matthias
- Venue
- Learning and Instruction
- Publisher
- Elsevier BV
- Published
- 2009-06
- Volume
- 19
- Issue
- 3
- Pages
- 259-271
- ISSN
- 0959-4752 (ISSN-L)
- 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
- 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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