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Table Of Contents

Self-regulated learning - Core Feature ofLifelong Learning
Overview ofthe Chapters
Theoretical Model and Literature Review
Self-Regulated Learning and Its Theoretical Foundation
Multi-faceted Definition ofSelf-Regulated Learning
Winne:S Model ofSRL - Information Processing View
Common Features ofVarious Models ofSRL
Human Agency - Theoretical Base of SRL
Metacognition - An Essential Component ofSRL
Models ofMetacognition
Two-Level Model ofMetacognition
Relation between Metacognition and Cognition
Main Issues in the Current Research on Metacognition
Main Types ofMetacognitive Judgment
The Bases ofMetacognitive Judgments
The Validity ofMetacognitive Judgments
The Relation between Metacognitive Monitoring and Metacognitive Control
The Specific Research Questions ofThis Dissertation Research
Motivation and Its Relation with Metacognition
Definitions ofMotivation
Role of Key Components ofMotivation in SRL
Goal Orientations
Motivated Thinking - The Interface between Motivation and Cognition
Outcome-Motivated Thinking
Strategy-Motivated Thinking
Motivated Behavior and Selective Attention
Motivated Reasoning and Perception
The Effects of Epistemological Beliefs on Metacognition
Definition and Components ofthe Epistemological Beliefs Construct
Personal Epistemology as Metacognitive Processes
An Integrated Model Connecting Epistemic Beliefs to SRL
Challenges in Measuring SRL
Summary
Participants
Summary ofDemographic Information
Instruments
Self-Report Surveys Used To Measure Individual Difference Variables
Individual Difference Variables
Achievement Test
Tools Used to Measure the Dependent Variable
The Eye Tracking System
Materials
Data Analyses
Three-Level Categorical Dependent Variable
Two-Level Categorical Dependent Variable
Logistic Regression Analysis
Issues ofMeasurement Validity ofGaze Allocation Data
Results ofthe Self-Report Surveys
Descriptive Statisticsfor Pre- and Post-Questionnaire and Posttest
Factors Underlying Patterns ofRestudy Time Allocation
Results ofthe Binary classification
Results ofthe Trinary Classification
Mean and Standard Deviation ofEach Reliable Predictor in Each Case
Self-Reported Restudy Time Allocation
Factors Underlying the Pattern ofSelf-Reported Restudy Time Allocation
Modification ofthe Discrepancy-Reduction Model
Motivation and Metacognitive Control Operations
The Role ofCognitive Achievement in Metacognitive Control
The Role ofCalibration in Metacognitive Control
Dual-Process Character ofMetacognition and the Notion of Agency
Conclusions
Limitations and Future Research
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Complex Relations Between Metacognitive Judgement and Metacognitive Control in Self-Regulated Learning

Complex Relations Between Metacognitive Judgement and Metacognitive Control in Self-Regulated Learning

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Published by BeeHoof
Self regulated learning
Self regulated learning

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Published by: BeeHoof on Jan 15, 2014
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01/15/2014

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