Perceived Classroom Control, Self-Regulated Learning Strategies, and Academic Achievement
By Y. Eshel, Revital Kohavi. 2003
174 citations recorded by the source corpus.
Subfields: Developmental and Educational Psychology, Education
View Paper: https://www.semanticscholar.org/paper/f7edf83211dda75767a76bbcb1e1820a6fdc2638
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
- Jeffrey Alan Greene
- Roger Azevedo
- Jale Balaban
- Ali Şimşek
- Wilbert McKeachie
- Valerie J. Shute
- T. Duncan
- Jihyun Lee
In Education
- Jeffrey Alan Greene
- Roger Azevedo
- Jihyun Lee
- Jale Balaban
- Ali Şimşek
- Wilbert McKeachie
- Valerie J. Shute
- T. Duncan
Citations in the corpus
- The Making of the Motivated Strategies for Learning Questionnaire (2005, background): “…reciprocal peer tutoring (Rittschof & Griffin, 2001); (b) course structures, such as different levels of instructional control (Eom & Reiser, 2000; Eshel & Kohavi, 2003), use of cooperative learning (Hancock, 2004), and classroom goal structures (Karabenick, 2004; Wolters, 2004); (c)…”
- Learning Strategies of Successful and Unsuccessful University Students (2010, background): “Interactive technologies provide increased opportunities for the use of learning strategies generating better academic achievement and attitudes (Eshel & Kohavi, 2003).”
- Personal and Social-Contextual Factors in K–12 Academic Performance: An Integrative Perspective on Student Learning (2010, background): “Eshel and Kohavi (2003), for example, showed positive relationships between cognitive strategies and mathematics performance among 6th-grade students.”
- A Theoretical Review of Winne and Hadwin’s Model of Self-Regulated Learning: New Perspectives and Directions (2007, background): “Eshel and Kohavi (2003) found that students’ perceptions of classroom control were composed of two independent dimensions: level of student control and level of teacher control.”
- Student and School Factors Affecting Mathematics Achievement (2009, background): “Teachers’ emotional support and positive relationships with students are also related to positive classroom cultures fostering higher academic achievement (Grinsven and Tillema, 2006) and students’ self-regulated learning behaviours (Eshel and Kohavi, 2003).”