Can highly intelligent and high-achieving students benefit from training in self-regulated learning in a regular classroom context?
Sontag, Christine and Stoeger, Heidrun (2015) Can highly intelligent and high-achieving students benefit from training in self-regulated learning in a regular classroom context? Learning and Individual Differences 41, pp. 43-53.Date of publication of this fulltext: 19 Dec 2024 07:30
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| Item type | Article | ||||
| Journal or Publication Title | Learning and Individual Differences | ||||
| Publisher: | ELSEVIER SCIENCE BV | ||||
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| Place of Publication: | AMSTERDAM | ||||
| Volume: | 41 | ||||
| Page Range: | pp. 43-53 | ||||
| Date | 2015 | ||||
| Institutions | Human Sciences > Institut für Bildungswissenschaft > Lehrstuhl für Schulpädagogik (Prof. Dr. Heidrun Stöger) | ||||
| Identification Number |
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| Keywords | PRIMARY-SCHOOL STUDENTS; GIFTED STUDENTS; MISSING DATA; ACHIEVEMENT; INTERVENTION; METAANALYSIS; GOALS; STRATEGIES; EFFICACY; FEEDBACK; Self-regulated learning; Strategy instruction; Highly intelligent students; High-achieving students; Intervention study | ||||
| Dewey Decimal Classification | 300 Social sciences > 370 Education | ||||
| Status | Published | ||||
| Refereed | Yes, this version has been refereed | ||||
| Created at the University of Regensburg | Yes | ||||
| Item ID | 60287 |
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