تأثیر آموزش خودنظم‌بخشی خواندن و درک‌مطلب به زبان‌آموزان سطوح پیشرفته و متوسط بر نگرش آنان به خواندن در انگلیسی به‌عنوان زبان خارجی: اجرای یک مدل یادگیری خودنظم‌یافته
محورهای موضوعی : روانشناسی تربیتی
فاطمه همتی
1
,
الهه ستوده نما
2
,
حسن سلیمانی
3
,
محبوبه مرشدیان
4
1 - استاد گروه زبان انگلیسی، دانشگاه پیام نور تهران
2 - دانشگاه الزهرا-تهران
3 - دانشگاه پیام نور قم
4 - دانشجوی مرکز تحصیلات تکمیلی دانشگاه پیام نور تهران
کلید واژه: خودنظم‌بخشی, یادگیری خودنظم‌یافته, نگرش به خواندن در انگلیسی به‌عنوان زبان‌خارجی, سطح مهارت زبانی, مدل یادگیری خودنظم‌یافته,
چکیده مقاله :
توانایی تنظیم و کنترل افکار، رفتار، انگیزه‌ها و اعمال برای رسیدن به اهداف خودنظم‌بخشی نام دارد، و یادگیری خودنظم‌یافته متضمن برنامه‌ها و رفتارهایی استراتژیک برای تحقق اهداف یادگیری است. این پژوهش درصدد پاسخ به این سؤال است که آیا آموزش مدل یادگیری خودنظم‌یافته زیمزمن و مویلان به گروهی از دانش‌آموزان ایرانی بر نگرش آنان به خواندن در انگلیسی به‌عنوان زبان خارجی تأثیر مثبت دارد. دیگر هدف آن عبارت‌‌است از این‌که آیا سطح مهارت زبانی زبان‌آموزان می‌تواند تأثیر آموزش خودنظم‌بخشی را بر نگرش شرکت‌کنندگان تعدیل‌می‌کند. دو گروه آزمایش دست‌نخورده در دو سطح زبانی متوسط و پیشرفته استراتژی‌ها و فرایندهای خودنظم‌بخشی خواندن را فراگرفتند، ولی دو گروه کنترل دست‌نخورده در این دو سطح زبانی به روش سنتی و متداول، خواندن را آموزش دیدند. داده‌‌های مطالعه با استفاده از پرسشنامه یاماشیتا درباره نگرش به خواندن در انگلیسی جمع‌آوری شد. و درنتیجه تحلیل کواریانس دوطرفه مشخص‌شد که آموزش خودنظم‌بخشی خواندن و درک‌مطلب در انگلیسی می‌تواند نگرش شرکت‌کنندگان را به خواندن در انگلیسی به میزان معناداری بهبودبخشد، اما سطح مهارت زبانی تأثیر آموزش خودنظم‌بخشی را بر نگرش شرکت‌کنندگان تعدیل‌نمی‌کرد. این نتایج با برجسته‌کردن نقش یادگیری خودنظم‌یافته در خواندن دانش‌آموزان ایرانی می‌تواند مدرسان زبان انگلیسی را برآن‌دارد تا برای بهبود نگرش زبان‌آموزان به خواندن از استراتژی‌های خودنظم‌بخشی در کلاس بهره‌برند.
Self-regulation is the ability to regulate one’s thoughts, behaviors, motivations and actions to achieve one’s goals. In the same line, self-regulated learning (SRL) entails plans and behaviors to attain learning goals. This study investigated the impact of training English as a Foreign Language (EFL) learner in a Zimmerman and Moylan’s Self-regulated Learning (SRL) model as directed at reading on their attitude toward EFL reading. It also examined whether the learners’ proficiency level could moderate the effect of self-regulation training. Two intact experimental groups were taught self-regulation strategies while reading, but two control groups received the traditional, routine reading instruction. The data of the study were collected by Yamashita’s questionnaire of attitude to EFL reading. Parametric two-way ANCOVA analysis showed that self-regulation instruction as directed at EFL reading could significantly improve participants’ attitude toward EFL reading, but their level of proficiency did not moderate the effectof self-regulation training. These findings can provide an incentive for the instructors to help Iranian EFL learners improve their attitude toward reading through using self-regulation strategies.
Allen, E. D., Bernhardt, E. B., Berry, M. Th., & Demel, M. (1988). Comprehension and text genre: an analysis of secondary school foreign language readers. The Modern Language Journal, 72(2), 163-172.
Bernhardt, E. B. (2005). Progress and procrastination in second language reading. Annual Review of Applied Linguistics, 25, 133–150.
Cambridge ESOL. (2003). Cambridge certificate in advanced English 5 student’s book: Examination papers from the university of Cambridge ESOL examinations (CAE practice tests). Cambridge: Cambridge University Press.
Carrell, P. L. (1988). SLA and classroom instruction: Reading. Annual Review of Applied Linguistics, 9, 223–242.
Cleary, T. J., & Zimmerman, B. J. (2004). Self-regulated empowerment program: A school program to enhance self-regulated and self-motivated cycles of student learning. Psychology in the Schools, 41(5), 537-550.
Corno, L. (2001). Volitional aspects of self-regulated learning. In B.J. Zimmerman & D.H. Schunk (Eds.), Self-regulated learning and academic achievement: Theoretical perspectives (2nd ed., pp.191–226). Mahwah, NJ: Lawrence Erlbaum.
Crawford Camiciottoli, B. (2001). Extensive reading in English: Habits and attitudes of a group of Italian university EFL students. Journal of Research in Reading, 24 (2), 135–153.
Day, R., & Bamford, J. (1998). Extensive reading in the second language classroom. Cambridge: Cambridge University Press.
Ghaith, G. M., & Bouzeineddine, A. R. (2003). Relationship between reading attitudes, ability, and learners’ perceptions of their Jigsaw II cooperative learning experience. Reading Psychology, 24, 105-121.
Gersten, R., Fuchs, L., Williams, J., & Baker, S. (2001). Teaching reading comprehension strategies to students with learning disabilities: A review of research. Review of Educational Research, 71, 279–320.
Grabe, W. (2009). Reading in a second language: Moving from theory to practice. New York: Cambridge University Press.
Hamilton, B. L. (1976). A Monte-Carlo test of the robustness of parametric and nonparametric analysis of covariance against unequal regression slopes. Journal of the American Statistical Association, 71, 864-869.
Hashemi, L., & Thomas, B. (1996). Cambridge practice tests for PET 1 student’s book. Cambridge: Cambridge University Press.
Hayashi, G. (2012). Attitudes toward Extensive Reading throughout a semester at Soka University. Extensive Reading World Congress Proceedings, 1, 12-14.
Housand, A., & Reis, S. M. (2008). Self-Regulated learning in reading: Gifted pedagogy and instructional settings. Journal of Advanced Academics, 20, 108–136.
James, Ph. L. (2012). Developing self-regulated readers (Unpublished master’ thesis). California State University, California.
Koehler, A. (2007). Raising awareness of self-efficacy through self-regulated learning strategies for reading in secondary ESL classroom(Unpublished master’ thesis). Hamline University, Minnesota.
Lee, J., & Schallert, D. L. (2014). Literate actions, reading attitudes, and reading achievement: Interconnections across languages for adolescent learners of English in Korea. The Modern Language Journal, 98(2), 553-573.
Maftoon, P., & Tasnimi, M. (2014). Using self-regulation to enhance EFL learners’ reading comprehension. Journal of Language Teaching and Research, 5(4), 844-855.
Mathewson, G. C. (1994). Model of attitude influence upon reading and learning to read. In R.B. Ruddell, R. R. Ruddell, & M. Singler (Eds.), Theoretical models and processes ofreading(pp. 1131–1161). Newark, DE: International Reading Association.
Mbato, C. L. (2013). Facilitating EFL learners' self-regulation in reading: Implementing a metacognitive approach in an Indonesian higher education context (Unpubilshed Master’s thesis). Southern Cross University, Lismore, NSW.
McKenna, M. C. (1994). Toward a model of reading attitude acquisition. In E.H. Crammer & M. Castle (Eds.), fostering the love of reading: The affective domain in reading education (pp.18–40). Newark, DE: International Reading Association.
McQuillan, J. (2013). Urban middle and high school students’ reading attitudes and beliefs: A large-sample survey. Global Journal of Human Social Science Linguistics and Education, 13(7), 1-20.
Molenaar, I., van Boxtel, C. A. M., & Sleegers P. J. C. (2010). The effects of scaffolding metacognitive activities in small groups. Computers in Human Behavior, 26, 1727–1738.
Mori, S. (2004). Significant motivational predictors of the amount reading by EFL learners in Japan. RELC, 35(1), 63-81.
Panadero, E., & Alonso-Tapia, J. (2014). How do students self-regulate? Review of Zimmerman’s cyclical model of self-regulated learning. Anales de Psicología, 30(2), 450-462.
Paris, S., & Paris, A. (2001). Classroom Applications of Research on Self-Regulated Learning. Educational Psychologist, 36(2), 89-101.
Pintrich, P. R., Smith, D. A. F., Garcia, T., & McKeachie, W. J. (1993). Reliability and predictive validity and reliability of the motivated strategies for learning questionnaire (MSLQ). Educational and Psychological Measurement, 53, 801–813.
Pintrich, P. R., & Zusho, A. (2007). Student motivation and self-regulated learning in the college classroom. In R.P. Perry & J.C. Smart (Eds.), The scholarship of teaching and learning in higher education: An evidence-based perspective (pp.731–810). New York: Springer.
Reis, M. S., & Greene, M. J. (2003). Using self-regulated learning to reverse underachievement in talented students. Tempo, 4(5), 16-20.
Rivers W. M. (1981). Teaching foreign-language skills (2nd Ed.). Chicago: Chicago University Press.
Ro, E., & Chen, Ch. L. A. (2014). Pleasure reading behavior and attitude of non-academic ESL students: A replication study. Reading in a Foreign Language, 26 (1), 49-72.
Ruohotie, P. (2000). Conative Constructs in Learning. In P.R. Pintrich, & P. Ruohotie (Eds.), Conative Constructs and Self-Regulated Learning (pp.1-30). Hämeenlinna, Finland: RCVE.
Schunk, D. H. (1991). Learning theories: An educational perspective. New York: Merrill.
Schunk, D. H. (2003). Self-efficacy for reading and writing: Influence of modeling, goal setting, and self-evaluation. Reading and Writing Quarterly, 19, 159–172.
Schunk, D. H., & Rice, J. M. (1987). Enhancing comprehension skill and self-efficacy with strategy value information. Journal of Reading Behavior, 19, 285–302.
Schunk, D. H., & Zimmerman, B. J. (1997). Social origins of self-regulated competence. Educational Psychologist, 32, 195-208.
Souvignier, E., & Mokhlesgerami, J. (2006). Using self-regulation as a framework for implementing strategy instruction to foster reading comprehension. Learning and Instruction, 16(1), 57-71.
Spörer, N. & Schünemann, N. (2014). Improvements of self-regulation procedures for fifth graders’ reading competence: Analyzing effects on reading comprehension, reading strategy performance, and motivation for reading. Learning & Instruction, 33, 147-157.
Stoeckel, T., Reagan, N., & Hann, F. (2012). Extensive Reading Quizzes and Reading Attitudes. TESOL Quarterly, 46(1), 187-198.
Stokmans, M. J.W. (1999). Reading attitude and its effect on leisure time reading. Poetics, 26, 245-261.
Swalander, L., & Taube, K. (2007). Influences of family based prerequisites, reading attitude, and self-regulation on reading ability. Contemporary Educational Psychology, 32(2), 206-230.
Takase, A. (2009). The effects of different types of extensive reading materials on reading amount, attitude and motivation. In A. Cirocki (eds.), Extensive reading p/in English language teaching, (pp. 451-466), Munich: Lincom.
Turkyilmaz, M. (2015). The Relationship between reading attitudes, metacognitive awareness of reading strategies, personality and self-regulation: A study of modeling. Education, 136, 1 (8), 11-18.
Wang, C. (2004). Self-regulated learning strategies and self-efficacy beliefs of children learning English as a second language (Unpublished doctoral dissertation). The Ohio State University, Ohio.
Wegman, B., & Knezevic, M. (2007a). Mosaic 1 reading. (Silver edition). New York: McGraw-Hill.
Wegman, B., & Knezevic, M. (2007b). Mosaic 2 reading. (Silver edition). New York: McGraw-Hill.
Wolters, C., Pintrich, P., & Karabenick, S. (2005). Assessing academic self-regulated learning. In K. Moore & L. Lippman (Eds.), what do children need to flourish? Conceptualizing and measuring indicators of positive development (pp.251–270). New York, NY: Springer.
Yamashita, J. (2004). Reading attitudes in L1 and L2, and their influence on L2 extensive reading. Reading in a Foreign Language, 16, 1–19.
Yamashita, J. (2007). The relationship of reading attitudes between L1 and L2: An investigation of adult EFL learners in Japan. TESOL Quarterly, 41, 81–105.
Yamashita, J. (2013). Effects of extensive reading on reading attitudes in a foreign language. Reading in a Foreign Language, 25(2), 248–263.
Zimmerman, B. J. (2000). Attaining self-regulation: A social-cognitive perspective. In M. Boekaerts, P. R. Pintrich, and M. Zeidner, (Eds.), Handbook of Self-Regulation, (pp.13–39). Academic Press, San Diego, Calif, USA.
Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory into Practice, 41(2), 64-72.
Zimmerman, B .J. (2008). Investigating self-regulation and motivation: Historical background, methodological developments, and future prospects. American
Educational Research Journal, 45(1), 166–83.
Zimmerman, B. J. (2011). Motivational sources and outcomes of self-regulated learning and performance. In B.J. Zimmerman & D.H. Schunk (Eds.), Handbook of self-regulation of learning and performance(pp.49-64). New York: Routledge.
Zimmerman, B. J., Bonner, S., & Kovach, R. (1996). Developing self-regulated learners; Beyond achievement to self-efficacy. Washington, DC: American Psychological Association.
Zimmerman, B. J., & Martinez-Pons, M. (1986). Development of a structured interview for assessing student use of self-regulated learning strategies. American Educational Research Journal, 23, 614-628.
Zimmerman, B. J., & Martinez-Pons, M. (1992). Perceptions of efficacy and strategy use in the self-regulation of learning. In D.H. Schunk & J. Meece (Eds.), Student perceptions in the classroom: Causes and consequences(pp. 185-207). Hilisdale, NJ: Erlbaum.
Zimmerman, B. J., & Moylan, A.R. (2009). Self-regulation: Where metacognition and motivation intersect. In D. J. Hacker, J. Dunlosky & A.C. Graesser (Eds.), Handbook of Metacognition in Education (pp.299-315). New York and London: Routledde Publication.
_||_Allen, E. D., Bernhardt, E. B., Berry, M. Th., & Demel, M. (1988). Comprehension and text genre: an analysis of secondary school foreign language readers. The Modern Language Journal, 72(2), 163-172.
Bernhardt, E. B. (2005). Progress and procrastination in second language reading. Annual Review of Applied Linguistics, 25, 133–150.
Cambridge ESOL. (2003). Cambridge certificate in advanced English 5 student’s book: Examination papers from the university of Cambridge ESOL examinations (CAE practice tests). Cambridge: Cambridge University Press.
Carrell, P. L. (1988). SLA and classroom instruction: Reading. Annual Review of Applied Linguistics, 9, 223–242.
Cleary, T. J., & Zimmerman, B. J. (2004). Self-regulated empowerment program: A school program to enhance self-regulated and self-motivated cycles of student learning. Psychology in the Schools, 41(5), 537-550.
Corno, L. (2001). Volitional aspects of self-regulated learning. In B.J. Zimmerman & D.H. Schunk (Eds.), Self-regulated learning and academic achievement: Theoretical perspectives (2nd ed., pp.191–226). Mahwah, NJ: Lawrence Erlbaum.
Crawford Camiciottoli, B. (2001). Extensive reading in English: Habits and attitudes of a group of Italian university EFL students. Journal of Research in Reading, 24 (2), 135–153.
Day, R., & Bamford, J. (1998). Extensive reading in the second language classroom. Cambridge: Cambridge University Press.
Ghaith, G. M., & Bouzeineddine, A. R. (2003). Relationship between reading attitudes, ability, and learners’ perceptions of their Jigsaw II cooperative learning experience. Reading Psychology, 24, 105-121.
Gersten, R., Fuchs, L., Williams, J., & Baker, S. (2001). Teaching reading comprehension strategies to students with learning disabilities: A review of research. Review of Educational Research, 71, 279–320.
Grabe, W. (2009). Reading in a second language: Moving from theory to practice. New York: Cambridge University Press.
Hamilton, B. L. (1976). A Monte-Carlo test of the robustness of parametric and nonparametric analysis of covariance against unequal regression slopes. Journal of the American Statistical Association, 71, 864-869.
Hashemi, L., & Thomas, B. (1996). Cambridge practice tests for PET 1 student’s book. Cambridge: Cambridge University Press.
Hayashi, G. (2012). Attitudes toward Extensive Reading throughout a semester at Soka University. Extensive Reading World Congress Proceedings, 1, 12-14.
Housand, A., & Reis, S. M. (2008). Self-Regulated learning in reading: Gifted pedagogy and instructional settings. Journal of Advanced Academics, 20, 108–136.
James, Ph. L. (2012). Developing self-regulated readers (Unpublished master’ thesis). California State University, California.
Koehler, A. (2007). Raising awareness of self-efficacy through self-regulated learning strategies for reading in secondary ESL classroom(Unpublished master’ thesis). Hamline University, Minnesota.
Lee, J., & Schallert, D. L. (2014). Literate actions, reading attitudes, and reading achievement: Interconnections across languages for adolescent learners of English in Korea. The Modern Language Journal, 98(2), 553-573.
Maftoon, P., & Tasnimi, M. (2014). Using self-regulation to enhance EFL learners’ reading comprehension. Journal of Language Teaching and Research, 5(4), 844-855.
Mathewson, G. C. (1994). Model of attitude influence upon reading and learning to read. In R.B. Ruddell, R. R. Ruddell, & M. Singler (Eds.), Theoretical models and processes ofreading(pp. 1131–1161). Newark, DE: International Reading Association.
Mbato, C. L. (2013). Facilitating EFL learners' self-regulation in reading: Implementing a metacognitive approach in an Indonesian higher education context (Unpubilshed Master’s thesis). Southern Cross University, Lismore, NSW.
McKenna, M. C. (1994). Toward a model of reading attitude acquisition. In E.H. Crammer & M. Castle (Eds.), fostering the love of reading: The affective domain in reading education (pp.18–40). Newark, DE: International Reading Association.
McQuillan, J. (2013). Urban middle and high school students’ reading attitudes and beliefs: A large-sample survey. Global Journal of Human Social Science Linguistics and Education, 13(7), 1-20.
Molenaar, I., van Boxtel, C. A. M., & Sleegers P. J. C. (2010). The effects of scaffolding metacognitive activities in small groups. Computers in Human Behavior, 26, 1727–1738.
Mori, S. (2004). Significant motivational predictors of the amount reading by EFL learners in Japan. RELC, 35(1), 63-81.
Panadero, E., & Alonso-Tapia, J. (2014). How do students self-regulate? Review of Zimmerman’s cyclical model of self-regulated learning. Anales de Psicología, 30(2), 450-462.
Paris, S., & Paris, A. (2001). Classroom Applications of Research on Self-Regulated Learning. Educational Psychologist, 36(2), 89-101.
Pintrich, P. R., Smith, D. A. F., Garcia, T., & McKeachie, W. J. (1993). Reliability and predictive validity and reliability of the motivated strategies for learning questionnaire (MSLQ). Educational and Psychological Measurement, 53, 801–813.
Pintrich, P. R., & Zusho, A. (2007). Student motivation and self-regulated learning in the college classroom. In R.P. Perry & J.C. Smart (Eds.), The scholarship of teaching and learning in higher education: An evidence-based perspective (pp.731–810). New York: Springer.
Reis, M. S., & Greene, M. J. (2003). Using self-regulated learning to reverse underachievement in talented students. Tempo, 4(5), 16-20.
Rivers W. M. (1981). Teaching foreign-language skills (2nd Ed.). Chicago: Chicago University Press.
Ro, E., & Chen, Ch. L. A. (2014). Pleasure reading behavior and attitude of non-academic ESL students: A replication study. Reading in a Foreign Language, 26 (1), 49-72.
Ruohotie, P. (2000). Conative Constructs in Learning. In P.R. Pintrich, & P. Ruohotie (Eds.), Conative Constructs and Self-Regulated Learning (pp.1-30). Hämeenlinna, Finland: RCVE.
Schunk, D. H. (1991). Learning theories: An educational perspective. New York: Merrill.
Schunk, D. H. (2003). Self-efficacy for reading and writing: Influence of modeling, goal setting, and self-evaluation. Reading and Writing Quarterly, 19, 159–172.
Schunk, D. H., & Rice, J. M. (1987). Enhancing comprehension skill and self-efficacy with strategy value information. Journal of Reading Behavior, 19, 285–302.
Schunk, D. H., & Zimmerman, B. J. (1997). Social origins of self-regulated competence. Educational Psychologist, 32, 195-208.
Souvignier, E., & Mokhlesgerami, J. (2006). Using self-regulation as a framework for implementing strategy instruction to foster reading comprehension. Learning and Instruction, 16(1), 57-71.
Spörer, N. & Schünemann, N. (2014). Improvements of self-regulation procedures for fifth graders’ reading competence: Analyzing effects on reading comprehension, reading strategy performance, and motivation for reading. Learning & Instruction, 33, 147-157.
Stoeckel, T., Reagan, N., & Hann, F. (2012). Extensive Reading Quizzes and Reading Attitudes. TESOL Quarterly, 46(1), 187-198.
Stokmans, M. J.W. (1999). Reading attitude and its effect on leisure time reading. Poetics, 26, 245-261.
Swalander, L., & Taube, K. (2007). Influences of family based prerequisites, reading attitude, and self-regulation on reading ability. Contemporary Educational Psychology, 32(2), 206-230.
Takase, A. (2009). The effects of different types of extensive reading materials on reading amount, attitude and motivation. In A. Cirocki (eds.), Extensive reading p/in English language teaching, (pp. 451-466), Munich: Lincom.
Turkyilmaz, M. (2015). The Relationship between reading attitudes, metacognitive awareness of reading strategies, personality and self-regulation: A study of modeling. Education, 136, 1 (8), 11-18.
Wang, C. (2004). Self-regulated learning strategies and self-efficacy beliefs of children learning English as a second language (Unpublished doctoral dissertation). The Ohio State University, Ohio.
Wegman, B., & Knezevic, M. (2007a). Mosaic 1 reading. (Silver edition). New York: McGraw-Hill.
Wegman, B., & Knezevic, M. (2007b). Mosaic 2 reading. (Silver edition). New York: McGraw-Hill.
Wolters, C., Pintrich, P., & Karabenick, S. (2005). Assessing academic self-regulated learning. In K. Moore & L. Lippman (Eds.), what do children need to flourish? Conceptualizing and measuring indicators of positive development (pp.251–270). New York, NY: Springer.
Yamashita, J. (2004). Reading attitudes in L1 and L2, and their influence on L2 extensive reading. Reading in a Foreign Language, 16, 1–19.
Yamashita, J. (2007). The relationship of reading attitudes between L1 and L2: An investigation of adult EFL learners in Japan. TESOL Quarterly, 41, 81–105.
Yamashita, J. (2013). Effects of extensive reading on reading attitudes in a foreign language. Reading in a Foreign Language, 25(2), 248–263.
Zimmerman, B. J. (2000). Attaining self-regulation: A social-cognitive perspective. In M. Boekaerts, P. R. Pintrich, and M. Zeidner, (Eds.), Handbook of Self-Regulation, (pp.13–39). Academic Press, San Diego, Calif, USA.
Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory into Practice, 41(2), 64-72.
Zimmerman, B .J. (2008). Investigating self-regulation and motivation: Historical background, methodological developments, and future prospects. American
Educational Research Journal, 45(1), 166–83.
Zimmerman, B. J. (2011). Motivational sources and outcomes of self-regulated learning and performance. In B.J. Zimmerman & D.H. Schunk (Eds.), Handbook of self-regulation of learning and performance(pp.49-64). New York: Routledge.
Zimmerman, B. J., Bonner, S., & Kovach, R. (1996). Developing self-regulated learners; Beyond achievement to self-efficacy. Washington, DC: American Psychological Association.
Zimmerman, B. J., & Martinez-Pons, M. (1986). Development of a structured interview for assessing student use of self-regulated learning strategies. American Educational Research Journal, 23, 614-628.
Zimmerman, B. J., & Martinez-Pons, M. (1992). Perceptions of efficacy and strategy use in the self-regulation of learning. In D.H. Schunk & J. Meece (Eds.), Student perceptions in the classroom: Causes and consequences(pp. 185-207). Hilisdale, NJ: Erlbaum.
Zimmerman, B. J., & Moylan, A.R. (2009). Self-regulation: Where metacognition and motivation intersect. In D. J. Hacker, J. Dunlosky & A.C. Graesser (Eds.), Handbook of Metacognition in Education (pp.299-315). New York and London: Routledde Publication.