Promoting preservice teachers’ dual self-regulation roles as learners and as teachers: effects of generic vs. specific prompts
By Bracha Kramarski, Zehavit Kohen. 2017
123 citations recorded by the source corpus.
Subfields: Developmental and Educational Psychology, Education, Social Psychology
View Paper: https://www.semanticscholar.org/paper/baefecd53e663afa460c236ada250009a9bbe379
How researchers see this paper
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In Developmental and Educational Psychology
- Charlotte Dignath
- M. Veenman
- Ernesto Panadero
- M. Stel
- Sarit Barzilai
- Anat Zohar
- Steven I. Higgins
- Kate Wall
In Education
In Social Psychology
Citations in the corpus
- The Role of Direct Strategy Instruction and Indirect Activation of Self-Regulated Learning—Evidence from Classroom Observation Studies (2020, background): “…et al. 2018), their beliefs about SRL (Dignath-van Ewijk and van der Werf 2012; e.g., Lombaerts et al. 2009), their self-efficacy to support SRL effectively (e.g., Dignath-van Ewijk 2016; De Smul et al. 2018), or teachers’ own self-regulation (e.g., Kramarski and Kohen 2017; Peeters et al. 2014).”