Implications of task structure on self‐regulated learning and achievement
By K. Lodewyk, Philip H. Winne, Dianne Jamieson-Noel. 2009
111 citations recorded by the source corpus.
Subfields: Developmental and Educational Psychology, Experimental and Cognitive Psychology, Social Psychology
View Paper: https://www.semanticscholar.org/paper/c55af20f14ac6d6beeee270027a111a7ec37a3a8
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In Developmental and Educational Psychology
In Experimental and Cognitive Psychology
In Social Psychology
Citations in the corpus
- The Relation Between Self-Regulated Learning and Academic Achievement Across Childhood and Adolescence: A Meta-Analysis (2015, background): “In contrast, tasks without these features encourage self-regulated learning and may even require it for better performance (Lodewyk et al. 2009).”
- Student-centred and teacher-centred learning environment in pre-vocational secondary education: Psychological needs, and motivation (2014, background): “Indeed, students who experienced new forms of learning reported difficulties in finding an appropriate way of tackling authentic tasks (Mayer 2004) and show higher achievements when tasks are well-defined (Lodewyk et al. 2009).”