Revisiting the Metacognitive and Affective Model of Self-Regulated Learning: Origins, Development, and Future Directions Article

Efklides, Anastasia, Schwartz, Bennett L. (2024). Revisiting the Metacognitive and Affective Model of Self-Regulated Learning: Origins, Development, and Future Directions . EDUCATIONAL PSYCHOLOGY REVIEW, 36(2), 10.1007/s10648-024-09896-9

International Collaboration

cited authors

  • Efklides, Anastasia; Schwartz, Bennett L

sustainable development goals

authors

publication date

  • June 1, 2024

published in

keywords

  • Affect
  • CHILDRENS EMOTIONS
  • CLASSROOM
  • EXPERIENCES
  • Emotions and metacognition
  • MATHEMATICS
  • METAMEMORY
  • MOTIVATION
  • Metacognition
  • Metacognitive experiences
  • Motivation and metacognition
  • PERFORMANCE
  • Psychology
  • Psychology, Educational
  • SITUATIONS
  • STRATEGIES
  • Self-regulated learning
  • Social Sciences
  • TEACHERS
  • Teacher-student relations in self-regulated learning

Digital Object Identifier (DOI)

publisher

  • SPRINGER/PLENUM PUBLISHERS

volume

  • 36

issue

  • 2