objective: to investigate relationship between addiction potentiality and different dimensions of emotional self-regulation. materials and methods: this descriptive and correlational study included students of sistan and baluchistan university, sistan and baluchestan, iran. participants were selected by random sampling method. we applied addiction potential scale (aps) and difficult in emotion ...

Web 2.0-based learning enables collaborative and knowledge sharing makes an important contribution to student learning. This study extended the original Technology Acceptance Model (TAM) by considering effects of tool literacy, metacognitive self-regulation, subjective norm, facilitating conditions, institutional support understand pre-service teachers' intentions use 2.0 technology in their co...

Introduction The transition from primary to secondary school is a period that can affect students negatively, with regular drops in academic achievement observed. Training students’ self-regulated learning skills might help prevent some of the negative outcomes associated transition. We investigate Talent Talk and Lesson interventions, which aim improve metacognitive affective self-regulation t...

This study assessed the effects of the administration of a package of activities, known as Portfolio, on adolescents' cognitive functioning and self-regulation of learning. The study was carried out with a group of 109 students (mean age 15 years old) from the first level of Vocational Training. The students had learning difficulties, were unmotivated to study, and had behavior problems. A quas...

Self-regulated learning theory acknowledges the importance of an individual's metacognitive monitoring and group-level regulation for achievement in collaborative learning. However, very few studies have empirically investigated interplay these factors. This study aimed to investigate how groups' interactions, regulation, individuals' accuracy together predict students' achievement. Thirty grou...

Research in metacognition (Koriat, Ma'ayan, & Nussinson, 2006) suggests bi-directional links between monitoring and control during learning: When self-regulation is goal-driven, monitoring affects control so that increased study time (ST) enhances judgments of learning (JOLs), but when it is data-driven, JOLs are based on the feedback from control, and therefore JOLs decrease with ST under the ...

Effective use of self-regulated learning (SRL) strategies may be particularly important for students participating in online education (Schunk & Zimmerman, 1998). The objective of this study was to investigate how different motivational components of social cognitive theory (Bandura, 1986) relate to students' use of cognitive and metacognitive learning strategies in online courses. University s...

The Relationship between Behavioral and Metacognitive Brain Systems Sensitivity Emotion Regulation in Heart Failure Patients