The promise and perils of self-regulated study

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Items 101–200 of 536

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9. Self-regulated learning of principle-based concepts: Do students prefer worked examples, faded examples, or problem solving?
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10. Learning Strategies and Self-Regulated Learning
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19. Self-Regulation as a Basic Element of the Professional Culture of Engineers
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21. Putting evidence-based claims to the test: A multi-site classroom study of retrieval practice and spaced practice
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35. Does covert retrieval benefit learning of key-term definitions?
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37. Does Individual Performance Feedback Increase the Use of Retrieval Practice?
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49. Effect of repeated/spaced formative assessments on medical school final exam performance
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50. Why students do (or do not) choose retrieval practice: Their perceptions of mental effort during task performance matter
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53. The coverage of distributed practice and retrieval practice in Flemish and Dutch teacher education textbooks
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54. Feedback reduces the metacognitive benefit of tests.
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55. Do students really prefer repeated rereading over testing when studying textbooks? A reexamination
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56. Association between Participation in an Intensive Longitudinal Assessment Program and Performance on a Cognitive Examination in the Maintenance of Certification in Anesthesiology Program®
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59. Metacognitive control in self-regulated learning: Conditions affecting the choice of restudying versus retrieval practice
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60. Familiar Strategies Feel Fluent: The Role of Study Strategy Familiarity in the Misinterpreted-Effort Model of Self-Regulated Learning
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61. Encouraging Students to Use Retrieval Practice: a Review of Emerging Research from Five Types of Interventions
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63. Cognitive perspectives on maintaining physicians’ medical expertise: III. Strengths and weaknesses of self-assessment
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64. Do spacing and self-testing predict learning outcomes?
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72. Supporting the self-regulated use of retrieval practice: A higher education classroom experiment
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80. Self-paced Mastery Learning CS1
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