Students’ planning in the process of self-regulated learning

By Billie Eilam, Irit Aharon. 2003

199 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/8d6fa86df890478d284b82aafb0f0ce215306ebb

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In Developmental and Educational Psychology

In Education

Citations in the corpus

System thinking and feeding relations: learning with a live ecosystem model (2012, unknown): “... students’ construction of deep understanding about the nature and execution of inquiries, using a textbook developed for guiding students’ inquiry procedures (Eilam and Aharon 1998) as well as support from physics and biology teachers in the laboratory; and (c) by enhancing students’ ability to ”
A review of the time management literature (2007, methodology): “…2003); coping behaviour in at-risk populations (King et al., 1986); self-regulation strategies aimed at discussing plans, and their efficiency (Eilam and Aharon, 2003); the use of procedures that are designed to help the individual to achieve his or her desired goals (Hall and Hursch, 1982);…”
An exploration of employer perceptions of graduate student employability (2018, background): “or more simply a means to monitor and control time (Eilam and Aharon, 2003).”
Metacognitive strategies awareness and success in learning English as a foreign language: an overview (2012, background): “…learners’ metacognition can directly affect the process and the outcome of their learning (Boekaerts, Pintrich, & Zeidner, 2000; Bolitho et al., 2003; Eilam & Aharon, 2003; Mokhtari & Reichard, 2002; Palmer & Goetz, 1988; Victori & Lockhart, 1995; Zimmerman & Schunk, 2001; Purpura, 1997, 1998).”
Modeling students' time management in math homework (2014, background): “Time management is viewed as one important aspect of academic self-regulation (Corno, 2004; Eilam & Aharon, 2003; Pintrich, 2004; Schunk, 2005; Zimmerman, 2008).”
Self-Control in School-Age Children (2014, background): “Similarly, measures of SRL typically include goal setting and planning (Zimmerman, 2008), and the SRL literature affirms that such skills correlate with academic performance (e.g., Eilam & Aharon, 2003).”
The Role of Direct Strategy Instruction and Indirect Activation of Self-Regulated Learning—Evidence from Classroom Observation Studies (2020, background): “Prior knowledge is essential for learners to understand the task and the goals of the task (Eilam and Aharon 2003).”