Instructional principles for self-regulation

By K. Ley, Dawn B. Young. 2001

204 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/9e2c41fb803cd7b2a17f6f694f0e458e1641189a

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Jan-Willem Strijbos
2. Ernesto Panadero
3. Gavin T. L. Brown
4. A. Jonsson
5. Heidi L. Andrade
6. Zi Yan
7. J. Botella
8. J. Alonso-Tapia

In Education

1. Ernesto Panadero
2. Jan-Willem Strijbos
3. Gavin T. L. Brown
4. Zi Yan
5. A. Jonsson
6. Heidi L. Andrade
7. J. Botella
8. Lois R. Harris

Citations in the corpus

• Differences in Self-Regulation for Online Learning Between First- and Second-Generation College Students (2004, background): “Ley and Young (2001) analyzed the research on self-regulatory differences between high-achieving and low-achieving learners and extracted four principles for imbedding self-regulation skill development in instruction: “Guide learners to prepare and structure an effective learning environment”; “org”
• The Future of Student Self-Assessment: a Review of Known Unknowns and Potential Directions (2016, background): “Indeed, support from the teacher seems to be crucial for the development of self-regulated learning skills such as SSA (Ley & Young, 2001).”