A comparison of high and low achieving students on self-regulated learning variables

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Motivation and self-regulated strategy use: Relationships to primary school students’ English writing in Hong Kong (2019, background): “, 2016; Nandagopal & Ericsson, 2012), more metacognitive strategies, such as goal setting and goal monitoring (Bannert et al., 2014; Dermitzaki et al., 2008; DiFrancesca et al., 2016; Hong et al., 2006), and more resource management strategies, such as time management, cooperation and help-seeking i”
Online Foreign Language Learning in Higher Education and Its Correlates during the COVID-19 Pandemic (2021, background): “Thus, the differences associated with the achievement level also impact study strategies, the control of learning, and affect students’ self-efﬁcacy, as reported in several studies, e.g., [66,78].”