메뉴 건너뛰기




Volumn 45, Issue 5, 2014, Pages 959-980

Web-based reading annotation system with an attention-based self-regulated learning mechanism for promoting reading performance

Author keywords

[No Author keywords available]

Indexed keywords

COMPUTER AIDED INSTRUCTION; E-LEARNING; WEBSITES;

EID: 84906511723     PISSN: 00071013     EISSN: 14678535     Source Type: Journal    
DOI: 10.1111/bjet.12119     Document Type: Article
Times cited : (122)

References (73)
  • 1
    • 3142702111 scopus 로고    scopus 로고
    • Does adaptive scaffolding facilitate students' ability to regulate their learning with hypermedia?
    • Azevedo, R., Cromley, J. G. & Seibert, D. (2004). Does adaptive scaffolding facilitate students' ability to regulate their learning with hypermedia? Contemporary Educational Psychology, 29, 344-370.
    • (2004) Contemporary Educational Psychology , vol.29 , pp. 344-370
    • Azevedo, R.1    Cromley, J.G.2    Seibert, D.3
  • 4
    • 84866018257 scopus 로고    scopus 로고
    • Emotion recognition from EEG based on Bayesian networks
    • Bi, L. & Fan, X. (2011). Emotion recognition from EEG based on Bayesian networks. Energy Procedia, 11, 278-285.
    • (2011) Energy Procedia , vol.11 , pp. 278-285
    • Bi, L.1    Fan, X.2
  • 5
    • 0031161593 scopus 로고    scopus 로고
    • Self-regulated learning: A new concept embraced by researchers, policy makers, educators, teachers, and students
    • Boekaerts, M. (1997). Self-regulated learning: a new concept embraced by researchers, policy makers, educators, teachers, and students. Learning and Instruction, 7, 161-186.
    • (1997) Learning and Instruction , vol.7 , pp. 161-186
    • Boekaerts, M.1
  • 6
    • 84906490681 scopus 로고    scopus 로고
    • Attention, attention rating and cognitive assessment: A review and a study
    • Boersma, H. & Das, J. P. (2008). Attention, attention rating and cognitive assessment: a review and a study. Developmental Disabilities Bulletin, 36, 1&2, 1-17.
    • (2008) Developmental Disabilities Bulletin , vol.36 , Issue.1-2 , pp. 1-17
    • Boersma, H.1    Das, J.P.2
  • 8
    • 84970331366 scopus 로고
    • Feedback and self-regulated learning: A theoretical synthesis
    • Butler, D. B. & Winne, P. H. (1995). Feedback and self-regulated learning: a theoretical synthesis. Review of Education Research, 65, 3, 245-281.
    • (1995) Review of Education Research , vol.65 , Issue.3 , pp. 245-281
    • Butler, D.B.1    Winne, P.H.2
  • 9
    • 23844527130 scopus 로고    scopus 로고
    • Applying self-regulated learning strategies in a web-based instruction: An investigation of motivation perception
    • Chang, M. M. (2005). Applying self-regulated learning strategies in a web-based instruction: an investigation of motivation perception. Computer Assisted Language Learning, 18, 3, 217-230.
    • (2005) Computer Assisted Language Learning , vol.18 , Issue.3 , pp. 217-230
    • Chang, M.M.1
  • 10
    • 61349203411 scopus 로고    scopus 로고
    • Personalized e-learning system with self-regulated learning assisted mechanisms for promoting learning performance
    • Chen, C. M. (2009). Personalized e-learning system with self-regulated learning assisted mechanisms for promoting learning performance. Expert Systems with Applications, 36, 5, 8816-8829.
    • (2009) Expert Systems with Applications , vol.36 , Issue.5 , pp. 8816-8829
    • Chen, C.M.1
  • 11
    • 84864030531 scopus 로고    scopus 로고
    • Assessing the effects of different multimedia materials on emotions and learning performance for visual and verbal style learners
    • Chen, C. M. & Sun, Y. C. (2012). Assessing the effects of different multimedia materials on emotions and learning performance for visual and verbal style learners. Computers & Education, 59, 4, 1273-1285.
    • (2012) Computers & Education , vol.59 , Issue.4 , pp. 1273-1285
    • Chen, C.M.1    Sun, Y.C.2
  • 12
    • 79956294415 scopus 로고    scopus 로고
    • Using emotion recognition technology to assess the effects of different multimedia materials on learning emotion and performance
    • Chen, C. M. & Wang, H. P. (2011). Using emotion recognition technology to assess the effects of different multimedia materials on learning emotion and performance. Library & Information Science Research, 33, 244-255.
    • (2011) Library & Information Science Research , vol.33 , pp. 244-255
    • Chen, C.M.1    Wang, H.P.2
  • 13
    • 85055962044 scopus 로고    scopus 로고
    • Facilitating English-language reading performance by a digital reading annotation system with self-regulated learning mechanisms
    • (in press)
    • Chen, C. M., Wang, J. Y. & Chen, Y. C. (in press). Facilitating English-language reading performance by a digital reading annotation system with self-regulated learning mechanisms. Educational Technology & Society.
    • Educational Technology & Society
    • Chen, C.M.1    Wang, J.Y.2    Chen, Y.C.3
  • 14
    • 84855426680 scopus 로고    scopus 로고
    • Development and evaluation of a Web 2.0 annotation system as a learning tool in an e-learning environment
    • Chen, Y. C., Hwang, R. H. & Wang, C. Y. (2012). Development and evaluation of a Web 2.0 annotation system as a learning tool in an e-learning environment. Computers & Education, 58, 4, 1094-1105.
    • (2012) Computers & Education , vol.58 , Issue.4 , pp. 1094-1105
    • Chen, Y.C.1    Hwang, R.H.2    Wang, C.Y.3
  • 15
    • 43949150689 scopus 로고
    • Eliciting self explanation improves understanding
    • Chi, M. T. H., DeLeeuw, N., Chiu, M. & LaVancher, C. (1994). Eliciting self explanation improves understanding. Cognitive Science, 18, 3, 439-477.
    • (1994) Cognitive Science , vol.18 , Issue.3 , pp. 439-477
    • Chi, M.T.H.1    Deleeuw, N.2    Chiu, M.3    Lavancher, C.4
  • 16
    • 84973837202 scopus 로고
    • The best-laid plans: Modern conceptions of volition and educational research
    • Corno, L. (1993). The best-laid plans: modern conceptions of volition and educational research. Educational Researcher, 22, 14-22.
    • (1993) Educational Researcher , vol.22 , pp. 14-22
    • Corno, L.1
  • 17
    • 0008696289 scopus 로고
    • Edmonton, Canada: J. P. Das Developmental Disabilities Center, University of Alberta
    • Das, J. P. (1986). Attention checklist. Edmonton, Canada: J. P. Das Developmental Disabilities Center, University of Alberta.
    • (1986) Attention Checklist
    • Das, J.P.1
  • 18
    • 0035260689 scopus 로고    scopus 로고
    • A selective review of selective attention research from the past century
    • Driver, J. (2001). A selective review of selective attention research from the past century. British Journal of Psychology, 92, 53-78.
    • (2001) British Journal of Psychology , vol.92 , pp. 53-78
    • Driver, J.1
  • 19
    • 0347360123 scopus 로고    scopus 로고
    • EEG biofeedback of low beta band components: Frequency-specific effects on variables of attention and event-related brain potentials
    • Egner, T. & Gruzelier, J. H. (2004). EEG biofeedback of low beta band components: frequency-specific effects on variables of attention and event-related brain potentials. Clinical Neurophysiology, 115, 131-139.
    • (2004) Clinical Neurophysiology , vol.115 , pp. 131-139
    • Egner, T.1    Gruzelier, J.H.2
  • 20
    • 33744781376 scopus 로고
    • Metacognition and cognitive monitoring: A new area of cognitive development inquiry
    • Flavell, J. (1979). Metacognition and cognitive monitoring: a new area of cognitive development inquiry. American Psychologist, 34, 906-911.
    • (1979) American Psychologist , vol.34 , pp. 906-911
    • Flavell, J.1
  • 22
    • 84863308012 scopus 로고    scopus 로고
    • The impact of persuasive SMS on students' self-regulated learning
    • Goh, T. T., Seet, B. C. & Chen, N. S. (2012). The impact of persuasive SMS on students' self-regulated learning. British Journal of Educational Technology, 43, 4, 624-640.
    • (2012) British Journal of Educational Technology , vol.43 , Issue.4 , pp. 624-640
    • Goh, T.T.1    Seet, B.C.2    Chen, N.S.3
  • 24
    • 0031482649 scopus 로고    scopus 로고
    • The foundations and assumptions of technology-enhanced student-centered learning environments
    • Hannafin, M. J. & Land, S. M. (1997). The foundations and assumptions of technology-enhanced student-centered learning environments. Instructional Science, 25, 167-202.
    • (1997) Instructional Science , vol.25 , pp. 167-202
    • Hannafin, M.J.1    Land, S.M.2
  • 25
    • 84897762119 scopus 로고    scopus 로고
    • Enhancing visual attention and working memory with a web-based cognitive training program
    • Hardy, J. L., Drescher, D., Sarkar, K., Kellett, G. & Scanlon, M. (2011). Enhancing visual attention and working memory with a web-based cognitive training program. Mensa Research Journal, 42, 2, 13-20.
    • (2011) Mensa Research Journal , vol.42 , Issue.2 , pp. 13-20
    • Hardy, J.L.1    Drescher, D.2    Sarkar, K.3    Kellett, G.4    Scanlon, M.5
  • 26
    • 0001158611 scopus 로고
    • The development of cognitive inhibition: Theories, definitions, research
    • F. N. Dempster & C. J. Brainerd (Eds),. San Diego: Academic Press
    • Harnishferger, K. K. (1995). The development of cognitive inhibition: theories, definitions, research. In F. N. Dempster, & C. J. Brainerd (Eds), Interference and inhibition in cognition (pp. 176-206). San Diego: Academic Press.
    • (1995) Interference and Inhibition in Cognition , pp. 176-206
    • Harnishferger, K.K.1
  • 27
    • 38849181124 scopus 로고    scopus 로고
    • Brain research, learning, and emotions: Implications for education research, policy, and practice
    • Hinton, C., Miyamoto, K. & Della Chiesa, B. (2008). Brain research, learning, and emotions: implications for education research, policy, and practice. European Journal of Education, 43, 87-103.
    • (2008) European Journal of Education , vol.43 , pp. 87-103
    • Hinton, C.1    Miyamoto, K.2    Della Chiesa, B.3
  • 28
    • 84868250714 scopus 로고    scopus 로고
    • Developing a reading concentration monitoring system by applying an artificial bee colony algorithm to e-books in an intelligent classroom
    • Hsu, C. C., Chen, H. C., Su, Y. N. & Huang, K. K. (2012). Developing a reading concentration monitoring system by applying an artificial bee colony algorithm to e-books in an intelligent classroom. Sensors, 12, 10, 14158-14178.
    • (2012) Sensors , vol.12 , Issue.10 , pp. 14158-14178
    • Hsu, C.C.1    Chen, H.C.2    Su, Y.N.3    Huang, K.K.4
  • 29
    • 0347748117 scopus 로고    scopus 로고
    • The design of hypermedia tools for learning: Fostering conceptual change and transfer of complex scientific knowledge
    • Jacobson, M. & Archodidou, A. (2000). The design of hypermedia tools for learning: fostering conceptual change and transfer of complex scientific knowledge. Journal of the Learning Sciences, 9, 149-199.
    • (2000) Journal of the Learning Sciences , vol.9 , pp. 149-199
    • Jacobson, M.1    Archodidou, A.2
  • 32
    • 28844453321 scopus 로고    scopus 로고
    • Evaluation of mental workload with a combined measure based on physiological indices during a dual task of tracking and mental arithmetic
    • Kilseop, R. & Rohae, M. (2005). Evaluation of mental workload with a combined measure based on physiological indices during a dual task of tracking and mental arithmetic. International Journal of Industrial Ergonomics, 35, 11, 991-1009.
    • (2005) International Journal of Industrial Ergonomics , vol.35 , Issue.11 , pp. 991-1009
    • Kilseop, R.1    Rohae, M.2
  • 33
    • 0003056716 scopus 로고
    • Volitional mediators of cognition-behavior consistency: Self-regulatory processes and action versus state orientation
    • J. Kuhl & J. Beckman (Eds),. New York: Springer
    • Kuhl, J. (1985). Volitional mediators of cognition-behavior consistency: self-regulatory processes and action versus state orientation. In J. Kuhl, & J. Beckman (Eds), Action control: from cognition to behavior (pp. 101-128). New York: Springer.
    • (1985) Action Control: From Cognition to Behavior , pp. 101-128
    • Kuhl, J.1
  • 34
    • 84935431624 scopus 로고
    • Relations among sustained attention, reading performance, and teachers' ratings of behavior problems
    • Lam, C. M. & Beale, I. L. (1991). Relations among sustained attention, reading performance, and teachers' ratings of behavior problems. Remedial and Special Education, 12, 40-47.
    • (1991) Remedial and Special Education , vol.12 , pp. 40-47
    • Lam, C.M.1    Beale, I.L.2
  • 35
    • 23044534888 scopus 로고    scopus 로고
    • Gender differences in self-regulated on-line learning strategies within Korea's University context
    • Lee, I. S. (2002). Gender differences in self-regulated on-line learning strategies within Korea's University context. Educational Technology Research and Development, 50, 1, 101-109.
    • (2002) Educational Technology Research and Development , vol.50 , Issue.1 , pp. 101-109
    • Lee, I.S.1
  • 39
    • 0003434093 scopus 로고
    • Unpublished doctoral dissertation, University of California, Los Angeles
    • Margolis, J. (1972). Academic correlates of sustained attention. Unpublished doctoral dissertation, University of California, Los Angeles.
    • (1972) Academic Correlates of Sustained Attention
    • Margolis, J.1
  • 41
    • 80054110225 scopus 로고    scopus 로고
    • Attention strongly increases oxygen metabolic response to stimulus in primary visual cortex
    • Moradi, F., Buračas, G. T. & Buxton, R. B. (2012). Attention strongly increases oxygen metabolic response to stimulus in primary visual cortex. Neuroimage, 59, 1, 601-607.
    • (2012) Neuroimage , vol.59 , Issue.1 , pp. 601-607
    • Moradi, F.1    Buračas, G.T.2    Buxton, R.B.3
  • 43
    • 84906515750 scopus 로고    scopus 로고
    • Retrieved December 4, 2011, from
    • NeuroSky MindWave (2011). Retrieved December 4, 2011, from http://press.neurosky.com/MindWave.html
    • (2011) NeuroSky MindWave
  • 46
    • 0000931132 scopus 로고    scopus 로고
    • The role of goal orientation in self-regulated learning
    • M. Boekaerts, P. R. Pintrich & M. Zeidner (Eds), San Diego, CA: Academic Press
    • Pintrich, P. R. (2000). The role of goal orientation in self-regulated learning. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds), Handbook of self-regulation (pp. 451-502). San Diego, CA: Academic Press.
    • (2000) Handbook of Self-regulation , pp. 451-502
    • Pintrich, P.R.1
  • 47
    • 0002720721 scopus 로고
    • Motivational and self-regulated learning components of classroom academic performance
    • Pintrich, P. R. & DeGroot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82, 1, 33-40.
    • (1990) Journal of Educational Psychology , vol.82 , Issue.1 , pp. 33-40
    • Pintrich, P.R.1    Degroot, E.V.2
  • 48
    • 21844505557 scopus 로고
    • More about the development of self-regulation: Complex, longterm and thoroughly social
    • Pressley, M. (1995). More about the development of self-regulation: complex, longterm and thoroughly social. Educational Psychologist, 30, 4, 207-212.
    • (1995) Educational Psychologist , vol.30 , Issue.4 , pp. 207-212
    • Pressley, M.1
  • 49
    • 33144484398 scopus 로고    scopus 로고
    • The value of attention aware systems in educational settings
    • Rapp, D. N. (2006). The value of attention aware systems in educational settings. Computers in Human Behavior, 22, 4, 603-614.
    • (2006) Computers in Human Behavior , vol.22 , Issue.4 , pp. 603-614
    • Rapp, D.N.1
  • 50
    • 1542364509 scopus 로고    scopus 로고
    • Developing web annotation tools for learners and instructors
    • Rau, P. L. P., Chen, S. H. & Chin, Y. T. (2004). Developing web annotation tools for learners and instructors. Interacting with Computers, 16, 163-181.
    • (2004) Interacting with Computers , vol.16 , pp. 163-181
    • Rau, P.L.P.1    Chen, S.H.2    Chin, Y.T.3
  • 52
    • 0026344808 scopus 로고
    • Heart rate variability during attention phases in young infants
    • Richards, J. E. & Casey, B. J. (1991). Heart rate variability during attention phases in young infants. Psychophysiology, 28, 43-53.
    • (1991) Psychophysiology , vol.28 , pp. 43-53
    • Richards, J.E.1    Casey, B.J.2
  • 53
    • 33144481134 scopus 로고    scopus 로고
    • Attention aware systems: Theories, applications, and research agenda
    • Roda, C. & Thomas, J. (2006). Attention aware systems: theories, applications, and research agenda. Computers in Human Behavior, 22, 4, 557-587.
    • (2006) Computers in Human Behavior , vol.22 , Issue.4 , pp. 557-587
    • Roda, C.1    Thomas, J.2
  • 54
    • 84871782560 scopus 로고    scopus 로고
    • Shallow strategy development in a teachable agent environment designed to support self-regulated learning
    • Roscoe, R. D., Segedy, J. R., Sulcer, B., Jeong, H. & Biswas, G. (2013). Shallow strategy development in a teachable agent environment designed to support self-regulated learning. Computers & Education, 62, 286-297.
    • (2013) Computers & Education , vol.62 , pp. 286-297
    • Roscoe, R.D.1    Segedy, J.R.2    Sulcer, B.3    Jeong, H.4    Biswas, G.5
  • 55
    • 0035005031 scopus 로고    scopus 로고
    • The cognitive neuroscience of sustained attention: Where top-down meets bottom-up
    • Sarter, M., Givens, B. & Bruno, J. P. (2001). The cognitive neuroscience of sustained attention: where top-down meets bottom-up. Brain Research Reviews, 35, 146-160.
    • (2001) Brain Research Reviews , vol.35 , pp. 146-160
    • Sarter, M.1    Givens, B.2    Bruno, J.P.3
  • 58
    • 0004045654 scopus 로고
    • (4th ed.). Boston: Allyn and Bacon
    • Solso, R. L. (1995). Cognitive psychology (4th ed.). Boston: Allyn and Bacon.
    • (1995) Cognitive Psychology
    • Solso, R.L.1
  • 59
    • 71249114659 scopus 로고    scopus 로고
    • Do intelligence and sustained attention interact in predicting academic achievement?
    • Steinmayr, R., Ziegler, M. & Träuble, B. (2010). Do intelligence and sustained attention interact in predicting academic achievement? Learning and Individual Differences, 20, 14-18.
    • (2010) Learning and Individual Differences , vol.20 , pp. 14-18
    • Steinmayr, R.1    Ziegler, M.2    Träuble, B.3
  • 60
    • 77953325443 scopus 로고    scopus 로고
    • A Web 2.0-based collaborative annotation system for enhancing knowledge sharing in collaborative learning environments
    • Su, A. Y. S., Yang, S. J. H., Hwang, W. Y. & Zhang, J. (2010). A Web 2.0-based collaborative annotation system for enhancing knowledge sharing in collaborative learning environments. Computers & Education, 55, 2, 752-766.
    • (2010) Computers & Education , vol.55 , Issue.2 , pp. 752-766
    • Su, A.Y.S.1    Yang, S.J.H.2    Hwang, W.Y.3    Zhang, J.4
  • 61
    • 33144478790 scopus 로고    scopus 로고
    • Gaze directed displays as an enabling technology for attention aware systems
    • Toet, A. (2006). Gaze directed displays as an enabling technology for attention aware systems. Computers in Human Behavior, 22, 4, 615-647.
    • (2006) Computers in Human Behavior , vol.22 , Issue.4 , pp. 615-647
    • Toet, A.1
  • 62
    • 3242688203 scopus 로고    scopus 로고
    • Neuroimaging studies of shifting attention: A meta-analysis
    • Wager, T. D., Jonides, J. & Reading, S. (2004). Neuroimaging studies of shifting attention: a meta-analysis. NeuroImage, 22, 1679-1693.
    • (2004) NeuroImage , vol.22 , pp. 1679-1693
    • Wager, T.D.1    Jonides, J.2    Reading, S.3
  • 63
    • 0041878889 scopus 로고    scopus 로고
    • An analysis of mental workload in pilots during flight using multiple psychophysiological measures
    • Wilson, G. F. (2002). An analysis of mental workload in pilots during flight using multiple psychophysiological measures. International Journal of Aviation Psychology, 12, 1, 3-18.
    • (2002) International Journal of Aviation Psychology , vol.12 , Issue.1 , pp. 3-18
    • Wilson, G.F.1
  • 64
    • 84865631427 scopus 로고
    • Inherent details in self-regulated learning
    • Winne, P. H. (1995). Inherent details in self-regulated learning. Educational Psychologist, 30, 173-188.
    • (1995) Educational Psychologist , vol.30 , pp. 173-188
    • Winne, P.H.1
  • 65
    • 0001982885 scopus 로고    scopus 로고
    • Studying as self-regulated learning
    • D. J. Hacker, J. Dunlosky & A. C. Graesser (Eds),. Hillsdale, NJ: Erlbaum
    • Winne, P. H. & Hadwin, A. F. (1998). Studying as self-regulated learning. In D. J. Hacker, J. Dunlosky, & A. C. Graesser (Eds), Matecognition in educational theory and practice (pp. 277-304). Hillsdale, NJ: Erlbaum.
    • (1998) Matecognition in Educational Theory and Practice , pp. 277-304
    • Winne, P.H.1    Hadwin, A.F.2
  • 66
    • 0036898737 scopus 로고    scopus 로고
    • Annotation technologies: A software and research review
    • Wolfe, J. (2002). Annotation technologies: a software and research review. Computers and Composition, 19, 4, 471-497.
    • (2002) Computers and Composition , vol.19 , Issue.4 , pp. 471-497
    • Wolfe, J.1
  • 67
    • 42649119412 scopus 로고    scopus 로고
    • Annotations and the collaborative digital library: Effects of an aligned annotation interface on student argumentation and reading strategies
    • Wolfe, J. (2008). Annotations and the collaborative digital library: effects of an aligned annotation interface on student argumentation and reading strategies. International Journal of Computer-Supported Collaborative Learning, 3, 2, 141-164.
    • (2008) International Journal of Computer-Supported Collaborative Learning , vol.3 , Issue.2 , pp. 141-164
    • Wolfe, J.1
  • 68
    • 0032377529 scopus 로고    scopus 로고
    • Contextual differences in student motivation and self-regulated learning in mathematics, English, and social studies classrooms
    • Wolters, C. A. & Pintrich, R. (1998). Contextual differences in student motivation and self-regulated learning in mathematics, English, and social studies classrooms. Instructional Science, 26, 27-47.
    • (1998) Instructional Science , vol.26 , pp. 27-47
    • Wolters, C.A.1    Pintrich, R.2
  • 69
    • 77649309893 scopus 로고    scopus 로고
    • Gender differences in self-regulated online learning environment
    • Yukselturk, E. & Bulut, S. (2009). Gender differences in self-regulated online learning environment. Educational Technology & Society, 12, 3, 12-22.
    • (2009) Educational Technology & Society , vol.12 , Issue.3 , pp. 12-22
    • Yukselturk, E.1    Bulut, S.2
  • 70
    • 84881517016 scopus 로고    scopus 로고
    • The practice of affective teaching: A view from brain science
    • Zhang, W. & Lu, J. (2009). The practice of affective teaching: a view from brain science. International Journal of Psychological Studies, 1, 1, 35-41.
    • (2009) International Journal of Psychological Studies , vol.1 , Issue.1 , pp. 35-41
    • Zhang, W.1    Lu, J.2
  • 72
    • 0002204168 scopus 로고
    • Student differences in self-regulated learning: Relating grade, sex, and giftedness to self-efficacy and strategy use
    • Zimmerman, B. J. & Martinez-Pons, M. (1990). Student differences in self-regulated learning: relating grade, sex, and giftedness to self-efficacy and strategy use. Journal of Educational Psychology, 82, 1, 51-59.
    • (1990) Journal of Educational Psychology , vol.82 , Issue.1 , pp. 51-59
    • Zimmerman, B.J.1    Martinez-Pons, M.2
  • 73
    • 0001929869 scopus 로고    scopus 로고
    • Reflections on theories, identities, and actions of self-regulated learners
    • B. J. Zimmerman & D. H. Schunk (Eds),. Mahwah, NJ: Lawrence Erlbaum
    • Zimmerman, B. J. & Schunk, D. H. (2001). Reflections on theories, identities, and actions of self-regulated learners. In B. J. Zimmerman, & D. H. Schunk (Eds), Self-regulated learning and academic achievement: theoretical perspectives (pp. 289-307). Mahwah, NJ: Lawrence Erlbaum.
    • (2001) Self-regulated Learning and Academic Achievement: Theoretical Perspectives , pp. 289-307
    • Zimmerman, B.J.1    Schunk, D.H.2


* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.