Online Discussion and Self-Regulated Learning: Effects of Instructional Methods on Mathematical Literacy

By Bracha Kramarski, Nava Mizrachi. 2006

142 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/6091ceeeeb10c1401b780de0b33a174d0ae7d0b0

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Measuring self-regulation in online and blended learning environments (2009, background): “Researchers have repeatedly shown the enhancing effects of selfregulatory behaviors on students' academic performance in regular classrooms (Kramarski & Gutman, 2006; Kramarski & Mizrachi, 2006; Lan, 1996; Orange, 1999).”
Self-Regulation of Learning within Computer-based Learning Environments: A Critical Analysis (2008, background): “…has found that SRL guidance in the form of metacognitive self-questioning training has helped foster self-regulated learning skills for mathematics problem-solving using CBLEs (Kramarski and Gutman 2005; Kramarski and Hirsch 2003; Kramarski and Mizrachi 2006a; Kramarski and Mizrachi 2006b).”
Group-Metacognitive Support for Online Inquiry in Mathematics with Differential Self-Questioning (2009, methodology): “…findings which demonstrated that metacognitive support strengthens students’ transfer ability, even in situations where such support is removed (e.g., Biswas, Schwartz, Leelawong, & Vye, 2005; Davis & Linn, 2000; King, 1991; Kramarski & Gutman, 2006; Kramarski & Mizrachi, 2006; Moreno, 2004).”
Promoting teachers’ algebraic reasoning and self-regulation with metacognitive guidance (2008, methodology): “This test was administered in previous studies that assessed students’ mathematical knowledge (e.g., Kramarski and Hirsch 2003; Kramarski et al. 2002; Kramarski and Mizrachi 2006).”
The self-regulation of motivation: Motivational strategies as mediator between motivational beliefs and engagement for learning (2017, background): “…students in motivational strategies increases their use of such strategies and subsequently has more impact on their motivational outcomes 128 (Bembenutty & Zimmerman, 2003; Boekaerts & Corno, 2005; Dignath & Buttner, 2008; Gollwitzer & Sheeran, 2006; Kramarski & Mizrachi, 2006; Kuhl, 2000).”
Improving Seventh Grade Students' Learning of Ratio and Proportion: The Role of Schema-Based Instruction. (2009, background): “Self-monitoring of content to be learned is a critical facet of metacognitive strategy knowledge and essential for mastering the skills of self-regulation (e.g., Pintrich, 2002; Kramarski, Mevarech, & Arami, 2002; Kramarski & Mizrachi, 2006).”