How cognitive, metacognitive, motivational and emotional self‐regulation influence school performance in adolescence and early adulthood
By Karin Bakračevič Vukman, Marta Licardo. 2010
129 citations recorded by the source corpus.
Subfields: Developmental and Educational Psychology, Experimental and Cognitive Psychology, Social Psychology
View Paper: https://www.semanticscholar.org/paper/6f858def1e3a622bf3f255be24d552ff62b64317
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In Developmental and Educational Psychology
In Experimental and Cognitive Psychology
In Social Psychology
Citations in the corpus
- The development of academic procrastination in first-year secondary education students: The link with metacognitive self-regulation, self-efficacy, and effort regulation (2018, background): “A subcomponent of self-regulation is metacognitive self-regulation (Bakracevic Vukman & Licardo, 2010).”
- Self-Regulated Learning: Key strategies and their sources in a sample of adolescent males (2013, background): “While it has been argued that a major goal of formal education should be to equip students with self-regulatory skills (Bakracevic Vukman & Licardo, 2010; Boekaerts, 1997), the reality is that most secondary school students are not exposed to overt, coherent, and systematic programs such as these (Z”
- The Role of a Skills Learning Support Program on First-Generation College Students’ Self-Regulation, Motivation, and Academic Achievement: A Longitudinal Study (2017, unknown): “…and future academic performance (Cambridge-Williams, Winsler, Kitsantas, & Bernard, 2013; Henning & Shulruf, 2011; Mega, Ronconi, & De Beni, 2014; Ning & Downing, 2010; Okun, Fairholme, Karoly, Ruehlman, & Newton, 2006; Rodriguez, 2009; Tinto, 1997; Vukman & Licardo, 2010; Zusho & Edwards, 2011).”