The positive relationship between self-regulation and student achievement has been repeatedly supported through research. Key considerations that have resulted from prior research include instructor feedback and explicit expectations, student perception of their control of their progress, accurate self-calibration, reflection, goal-setting, age, and methods by which a cycle which integrates all of these can be put in place.
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- Partial requirement for: Ed. D., Arizona State University, 2012Note typethesis
- Includes bibliogrpahical references (p. 50-51)Note typebibliography
- Field of study: Curriculum and instruction (Science education)