Search results for: Self-regulatory activities
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The study aims to gain a better understanding of the interrelation between teachers’ proactive strategies (self- and co-regulation) and perceived teacher-working environment fit that would be mediated by a socio-contextual burnout experience. The results indicate that teachers can learn the kinds of strategies that allow them to reduce burnout and construct a better working environment fit. Furthermore, teacher’s co-regulation and ability to seek and receive social support from colleagues correlated positively with experienced teacher-working environment fit. Finally, the interrelation between teachers’ proactive strategies, both self- and co-regulation, and perceived teacher-working environment fit, is mediated by the socio-contextual burnout experience.
Updated: Sep. 06, 2015
Identifying and Promoting Self-regulated Learning in Higher Education: Roles and Responsibilities of Student Tutors
The article reports on a case-study of learning and academic achievement in engineering education. Orals exams were used, interviews were conducted, and patterns of learning strategies were learned. Self-monitoring were utilized by successful students.The research literature, however, suggests that merely teaching self-monitoring skills does not necessarily make a difference
Updated: Nov. 18, 2008
This case study explored asynchronous online discussions, assessment processes, and the meaning students derived from their experiences in five online graduate courses at the Colleges of Education of two Midwestern higher education institutions. The findings suggest that asynchronous online discussions facilitate a multidimensional process of assessment demonstrated in the aspects of structure, self-regulatory activities, learner autonomy, learning community and student writing skills.
Updated: Feb. 10, 2008