How instruction supportive of self-regulated learning might foster self-efficacy for students with and without learning disabilities during literacy tasks
While self-efficacy (SE) and self-regulated learning (SRL) are key processes that are related to successful literacy performance, these are two areas where students often struggle, particularly students with learning disabilities (LD). Fortunately, research has identified instructional features that...
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| Language: | English |
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University of British Columbia
2011
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| Online Access: | http://hdl.handle.net/2429/35970 |