Teachers of students with disabilities have been assessed from various perspectives. This study aimed to investigate the knowledge and practice self-regulated learning (SRL) teachers who teach (SLD) in secondary schools Riyadh, Saudi Arabia. The focuses on impact teachers’ their practices SRL identified moderating effect gender this impact. Using Pintirich’s model SRL, designed Teachers’ Knowle...

The limited instructional support in Massive Open Online Courses (MOOCs) inherently demands learners to self-regulate their learning. MOOC research shows that are more successful when they engage self-regulated learning (SRL) behaviors such as planning what study and reviewing materials. However, many struggle with SRL. In this study, we examined the effect of two types SRL prompts (i.e., quest...

Self-regulated learning (SRL) is a strategy that guided by metacognition, strategic action and motivation to learn. But its awareness low. This study therefore investigate undergraduate students’ of technologies for Self Regulated Learning the influence gender, level propreitorship on cognizance. adopted descriptive design quantitative survey type. The sample comprised 389 respondents. Data col...

Cognizant of the research gap in the theorization of mobile learning, this paper conceptually explores how the theories and methodology of self-regulated learning (SRL), an active area in contemporary educational psychology, are inherently suited to address the issues originating from the defining characteristics of mobile learning: enabling student-centred, personal, and ubiquitous learning. T...

We have developed computer environments that support learning by teaching and the use of self regulated learning (SRL) skills through interactions with virtual agents. More specifically, students teach a computer agent, Betty, and can monitor her progress by asking her questions and getting her to take quizzes. The system provides SRL support via dialog-embedded prompts by Betty, the teachable ...

This study summarises existing instruments for measuring and supporting self-regulated learning (SRL) in schools using articles from the SCOPUS Web of Science databases. We analyse how inst...

OBJECTIVE The present study examined the relation between self-regulated learning (SRL) strategies and ADHD and sluggish cognitive tempo (SCT) symptomatology. METHOD Participants were 303 college students, aged 18 to 25 ( M = 20.04, SD = 1.45), from a Midwestern university who completed the Barkley Adult ADHD Rating Scale-IV (BAARS-IV), and a shortened, generalized version of the Motivated St...