Self-regulation of Arabic Reading Comprehension of upper Elementary Students
DOI:
https://doi.org/10.17398/1988-8430.31.229Palabras clave:
Comprensión lectora; SRL; Estrategias cognitivas; Eficacia propia; estrategias metacognitivas de lecturaResumen
Este estudio examina los procesos de autorregulación de la comprensión lectora en árabe de los estudiantes libaneses en la escuela primaria superior que tienen un rendimiento deficiente solo en este idioma. La atención se centra en las estrategias cognitivas y metacognitivas que utilizan estos estudiantes y en los componentes motivacionales de la autorregulación. Un cuestionario y dos entrevistas semiestructuradas diferentes se administraron a quince estudiantes de primaria y a sus profesores de árabe en una escuela francófona en Beirut. Los participantes no autorregulan de manera eficiente su comprensión de lectura en árabe y tienden a usar rara vez estrategias de aprendizaje cognitivo. Los procesos de autorregulación se predicen por la falta de motivación de los participantes, que se manifiesta principalmente a través de percepciones de moderada autoeficacia del desempeño y bajas expectativas de éxito. Este es el primer paso hacia la comprensión de los procesos de aprendizaje de los estudiantes con bajo rendimiento en lectura árabe. Puede proporcionar medios que ayudarán a los estudiantes a aplicar el aprendizaje de contenido autorregulado no solo de textos en árabe, sino también de lecturas en general.
Abstract
This study examines the self-regulation processes of reading comprehension in Arabic of Lebanese students in upper elementary who perform poorly only in this language. The focus is on the cognitive and metacognitive strategies these students use, and on the motivational components of self-regulation. A questionnaire and two different semi-structured interviews were administered to fifteen elementary students and to their Arabic teachers, in a French-speaking school in Beirut. Participants do not self-regulate efficiently their Arabic reading comprehension and they tend to seldom use cognitive learning strategies. Self-regulatory processes are predicted by participants’ lack of motivation that manifests itself mostly through perceptions of moderate self-efficacy of performance and low expectations of success. This is the first step towards understanding the learning processes of students poorly performing in Arabic reading. It can provide means that will help students in applying self-regulated content learning of not only texts in Arabic but readings in general.
Keywords: Reading comprehension; SRL; Cognitive strategies; Self-efficacy
Referencias
Abu Shmais, W. (2002). Identifying the metacognitive reading strategies for arabe university students: a case study. An- Najah Univ. J. Res., 16(2), 633-662.
Alsheikh, N., & Mokhtari, K. (2011). An examination of the metacognitive reading strategies used by native speakers of arabic when reading in english and arabic. English language reading. 4(2), 151-160.
Archambault, J., & Chouinard, R. (2003). Vers une gestion éducative de la classe (2ndEd.). Montréal: Gaëtan Morin, Editeur.
Bandura, A. (1986). Social foundation of thought and action: a social cognitive theory. Englewoods Cliffs, New Jersey: Prentice-Hall. Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning. Educational psychologist, 28 (2), 117-148.
Bandura, A. (1994). Self-efficacy. In V. S. Ramachaudran (Ed.), Encyclopedia of human behavior, Vol. 4, (pp. 71-81). New York: Academic Press. (Reprinted in H. Friedman [Ed.], Encyclopedia of mental health. San Diego: Academic Press, 1998).
Bandura, A. (2001). Social cognitive theory: an agentic perspective. Annual review of psychology, 52, 1-26. doi: https://www.annualreviews.org/doi/10.1146/annurev.psych.52.1.1.
Bandura, A., Barbaranelli, C., Capara, V., & Pastorelli, C. (1996). Multifaceted impact of self-efficacy beliefs on academic functioning. Child development, 67, 1206-1222. doi: https://doi.org/10.1111/j.1467-8624.1996.tb01791.x.
Boekaerts, M. (1999). Self-regulated learning: where we are today. International journal of educational research, 31, 445–457. doi: http://doi.org/10.1016/S0833-0355(99)00014-2.
Boekaerts, M., & Corno, L. (2005). Self-regulation in the classroom a perspective on assessment and intervention. Applied psychology: an international review, 54 (2), 199-231. doi: https://doi.org/10.1111/j.1464-0597.2005.00205.x.
Butler, D., & Cartier, S. (2004). Promoting effective task interpretation as an important work habit: a key to successful teaching and learning. Teacher’s college record, 106 (9), 1729-1758. doi: http://dx.doi.org/10.1111/j.1467-9620.2004.00403.x.
Butler, D. L., & Winne, P. H. (1995). Feedback and self-regulated learning: A theoretical synthesis. Review of educational research, 65(3), 245-281. doi: https://doi.org/10.3102/00346543065003245.
Cartier, S. (2007). Apprendre en lisant &élèves en difficultés d’apprentissage. Les éditions CEC inc.
Cartier, S. C., & Dumais, F. (2004). Apprendre sur un sujet en lisant des textes informatifs. In N. Van Grunderbeeck, M. Théorêt, R. Chouinard, S. Cartier & F. Dumais (Eds.), Suggestions de pratiques d’enseignement favorables au développement de la lecture chez les élèves du secondaire. (pp. 41-74). Montreal : University of Montreal.
De Corte E., Verschaffel L. &Van de Ven, A. (2001). Improving text comprehension strategies in upper primary school children: a design experiment. British journal of educational psychology, 71, 531–559. doi: https://doi.org/10.1348/000709901158668.
Donker, A. S., De Boer, H., Kostons, D., Van Ewijk, C. D., & van der Werf, M. P. (2014). Effectiveness of learning strategy instruction on academic performance: A meta-analysis. Educational Research Review, 11, 1-26.
El-daly, H. M. (2010). Reading in a foreign language: The effects of culturally familiar and nonfamiliar materials on
EFL learners’ reading comprehension. Journal of Language and Literature, 3, 31-56.
Gajria, M., Jitendra, A., Sood, S. &Sacks G. (2007). Improving comprehension of expository text in students with LD: A research synthesis. Journal of learning disabilities, 40 (3), 210-225. doi: https://doi.org/10.1016/j.edurev.2013.11.002.
Ghuthrie, J. Wigfield, P., Barbosa, K., Perenchevich, Toboada, A., & Davis, M. (2004). Increasing reading comprehension and engagement through concept-oriented reading instruction. Journal of educational psychology, 96, 403-423. doi: http://dx.doi.org/10.1037/0022-0663.96.3.403.
Hagaman, J. L., Casey, K. J., & Reid, R. (2016). Paraphrasing strategy instruction for struggling readers. Preventing School Failure: Alternative Education for Children and Youth, 60(1), 43-52. doi: https://doi.org/10.1080/1045988X.2014.966802.
Harris, K., Reid, R., & Graham, S. (2004). Self- regulation among students with LD and ADHD. In B. Wong (Ed.), Learning about learning disabilities (3rd edition) (pp. 167-195). Elsevier Academic Press. doi: https://doi.org/10.1016/B978-012762533-1/50008-1.
Horner, S. &Shwery, C. (2002). Becoming an engaged self-regulated reader. Theory into practice, 41(2), 102-109. doi: https://doi.org/10.1207/s15430421tip4102_6.
Kamil, M. L., Mosenthal, P. B., Pearson, P. D., & Barr, R. (2016). Handbook of reading research, Volume III. Routledge. doi: https://doi.org/10.4324/9781315200613.
Kinnunen, R., & Vauras, M. (2010). Tracking on-line metacognition: monitoring and regulating comprehension in reading. In A. Efklides & P. Misailidi (Eds.), Trends and prospects in metacognition research (pp. 209-229). Springer Link online. doi: http://doi.org/10.1007/978-1-4419-6546-2_10.
Kintsch, W. (1988). The role of knowledge in discourse comprehension: a construction-integration model. Psychological review, 95 (2), 163-182. Ministère de l’Éducation du Québec (MEQ). (2003). Les difficultés de l’apprentissage à l’école. Cadre de référence pour guider l’intervention. Québec: Ministère de l’Éducation. doi: http://dx.doi.org/10.1037/0033-295X.95.2.163
Maddux, J. E. (2016). Self-efficacy. In S. Trusz & P. Bąbel (Eds.). Interpersonal and intrapersonal expectancies (pp. 41-46). Psychology Press.
Nelson, J. & Manset-Williamson, G. (2006). The impact of explicit, self-regulatory reading comprehension strategy instruction on the reading-specific self- efficacy, attributions, and affect of students with reading disabilities. Learning disability quarterly, 29(3), 213-230. doi: https://doi.org/10.2307/30035507.
Panadero, E. (2017). A review of self-regulated learning: Six models and four directions for research. Frontiers in psychology, 8, 422. doi: https://doi.org/10.3389/fpsyg.2017.00422.
Panadero, E., Jonsson, A., & Botella, J. (2017). Effects of self-assessment on self-regulated learning and self-efficacy: Four meta-analyses. Educational Research Review, 22, 74-98. doi: http://dx.doi.org/10.1016/j.edurev.2017.08.004.
Palincsar, A., & Brown, A. (1984). Reciprocal teaching of comprehension fostering and comprehension-monitoring activities. Cognition and instruction, 1, 117-175. doi: https://doi.org/10.1207/s1532690xci0102_1.
Pintrich, P. (2000). The role of goal orientation in self–regulated learning. In M., Boekaerts, P., Pintrich, Zeidner (Eds.), Handbook of self-regulation (p.451-502). San Diego, CA: Academic Press. doi: https://doi.org/10.1016/B978-012109890-2/50043-3.
Pintrich, P. (2002). The role of metacognitive knowledge in learning, teaching, and assessing. Theory into practice, 41(4), 220-225. doi: https://doi.org/10.1207/s15430421tip4104_3.
Pintrich, P., & De Groot, E. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of educational psychology (82), 33–44.
Pintrich, P. & Schunk, D. (2002). Motivational and self-regulated learning components of academic classroom performance. Journal of educational psychology, 80, 33-40.
Pressley, M. (2002). Reading instruction that works: The case for balanced teaching (2nd edition). New York: Guilford.
Pressley, M., Beard El-Dinary, P., Gaskins, I., Schuder, T., Bergman, J., Almasi, J., & Brown, R. (1992). Beyond direct explanation: transactional instruction of reading comprehension strategies. The elementary school journal, 92(5), 513-555. doi: https://doi.org/10.1086/461705.
Pressley, M., & Harris, K. (1990). What we really know about strategy instruction. Educational leadership, 48(1), 31-34 ERIC Number: EJ413160.
Schunk, D., & Zimmerman, B. (2003). Self-regulation and learning. In W. Reynolds & G. Miller (Eds.), Handbook of psychology: educational psychology, 7 (pp. 59–78). New York, USA: John Wiley & Sons, Inc.
Schunk, D. (1994). Self-regulation of self-efficacy and attributions in academic settings. In D. Schunk & B. Zimmerman (Eds.), Self-regulation of learning and performance: issues and educational applications (pp. 631-647). Hillsdale, NJ: Erlbaum.
Souvignier E., &Mokhlesgerami, J. (2006). Using self-regulation as a framework for implementing strategy instruction to foster reading comprehension. Learning and instruction, 16, 57-71. doi: https://doi.org/10.1016/j.learninstruc.2005.12.006.
Spörer N., Brunstein J., & Kieschke U. (2009). Improving reading comprehension skills effects of strategy instruction and reciprocal teaching. Learning and instruction, 19, 272-286. doi: https://doi.org/10.1016/j.learninstruc.2008.05.003.
Stanovich, K. (1994). Constructivism in reading education. The journal of special education, 28(3), 259-274. doi: https://doi.org/10.1177/002246699402800303.
Stipek, D. (2002). Motivation to learn: from theory to practice, (4th ed). Boston, MA: Allyn and Bacon.
Van Der Maren, J-M. (1996). Méthodes de recherche pour l’éducation. (2nd ed). Paris, France: De Boeck Université.
Van Dijk, T. &Kintsch, W. (1983). Strategies of discourse comprehension. New York: Academic Press.
Van Grunderbeeck, N. (1994). Les difficultés en lecture, diagnostique &liste d’intervention. Montréal, Canada: Gaëtan Morin Editeur.
Vandevelde, S., Van Keer, H., & Rosseel, Y. (2013). Measuring the complexity of upper primary school children’s self-regulated learning: A multi-component approach. Contemporary Educational Psychology, 38(4), 407-425.
Vauras, M. (1991). Text learning strategies in school-aged students. Helsinki: Academia.
Weinstein, C., & Mayer, R. (1986). The teaching of learning strategies. In M. Wittrock (Ed.), Handbook of research on teaching (3rd edition) (pp. 315-327). New York: Macmillan.
Zimmerman, B. (1998). Developing the self-fulfilling cycles of academic regulation: an analysis of exemplary instructional models: the role of social and self-regulatory processes. In D. Schunk & B. Zimmerman (Eds.), Self –regulated learning: from teaching to self-reflective practice (pp.1-19). New York, US: Guilford Press.
Zimmerman, B. J. (2000). Attaining Self-Regulation: A Social Cognitive Perspective. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of Self-Regulation (pp. 13-39). San Diego, CA: Academic Press. doi: https://doi.org/10.1016/B978-012109890-2/50031-7.
Zimmerman, B. (2008). Investigating self-regulation and motivation: historical background, methodological developments, and future prospects. American educational research journal, 45 (1), 166-183. doi: https://doi.org/10.3102/0002831207312909.
Zimmerman, B., Bonner, S., & Kovach, R. (1996). Developing self-regulated learners: beyond achievement to self-efficacy. Psychology in the classroom: a series on applied educational psychology. Washington, DC, US: American Psychological Association. doi: http://dx.doi.org/10.1037/10213-000.
Alsheikh, N., & Mokhtari, K. (2011). An examination of the metacognitive reading strategies used by native speakers of arabic when reading in english and arabic. English language reading. 4(2), 151-160.
Archambault, J., & Chouinard, R. (2003). Vers une gestion éducative de la classe (2ndEd.). Montréal: Gaëtan Morin, Editeur.
Bandura, A. (1986). Social foundation of thought and action: a social cognitive theory. Englewoods Cliffs, New Jersey: Prentice-Hall. Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning. Educational psychologist, 28 (2), 117-148.
Bandura, A. (1994). Self-efficacy. In V. S. Ramachaudran (Ed.), Encyclopedia of human behavior, Vol. 4, (pp. 71-81). New York: Academic Press. (Reprinted in H. Friedman [Ed.], Encyclopedia of mental health. San Diego: Academic Press, 1998).
Bandura, A. (2001). Social cognitive theory: an agentic perspective. Annual review of psychology, 52, 1-26. doi: https://www.annualreviews.org/doi/10.1146/annurev.psych.52.1.1.
Bandura, A., Barbaranelli, C., Capara, V., & Pastorelli, C. (1996). Multifaceted impact of self-efficacy beliefs on academic functioning. Child development, 67, 1206-1222. doi: https://doi.org/10.1111/j.1467-8624.1996.tb01791.x.
Boekaerts, M. (1999). Self-regulated learning: where we are today. International journal of educational research, 31, 445–457. doi: http://doi.org/10.1016/S0833-0355(99)00014-2.
Boekaerts, M., & Corno, L. (2005). Self-regulation in the classroom a perspective on assessment and intervention. Applied psychology: an international review, 54 (2), 199-231. doi: https://doi.org/10.1111/j.1464-0597.2005.00205.x.
Butler, D., & Cartier, S. (2004). Promoting effective task interpretation as an important work habit: a key to successful teaching and learning. Teacher’s college record, 106 (9), 1729-1758. doi: http://dx.doi.org/10.1111/j.1467-9620.2004.00403.x.
Butler, D. L., & Winne, P. H. (1995). Feedback and self-regulated learning: A theoretical synthesis. Review of educational research, 65(3), 245-281. doi: https://doi.org/10.3102/00346543065003245.
Cartier, S. (2007). Apprendre en lisant &élèves en difficultés d’apprentissage. Les éditions CEC inc.
Cartier, S. C., & Dumais, F. (2004). Apprendre sur un sujet en lisant des textes informatifs. In N. Van Grunderbeeck, M. Théorêt, R. Chouinard, S. Cartier & F. Dumais (Eds.), Suggestions de pratiques d’enseignement favorables au développement de la lecture chez les élèves du secondaire. (pp. 41-74). Montreal : University of Montreal.
De Corte E., Verschaffel L. &Van de Ven, A. (2001). Improving text comprehension strategies in upper primary school children: a design experiment. British journal of educational psychology, 71, 531–559. doi: https://doi.org/10.1348/000709901158668.
Donker, A. S., De Boer, H., Kostons, D., Van Ewijk, C. D., & van der Werf, M. P. (2014). Effectiveness of learning strategy instruction on academic performance: A meta-analysis. Educational Research Review, 11, 1-26.
El-daly, H. M. (2010). Reading in a foreign language: The effects of culturally familiar and nonfamiliar materials on
EFL learners’ reading comprehension. Journal of Language and Literature, 3, 31-56.
Gajria, M., Jitendra, A., Sood, S. &Sacks G. (2007). Improving comprehension of expository text in students with LD: A research synthesis. Journal of learning disabilities, 40 (3), 210-225. doi: https://doi.org/10.1016/j.edurev.2013.11.002.
Ghuthrie, J. Wigfield, P., Barbosa, K., Perenchevich, Toboada, A., & Davis, M. (2004). Increasing reading comprehension and engagement through concept-oriented reading instruction. Journal of educational psychology, 96, 403-423. doi: http://dx.doi.org/10.1037/0022-0663.96.3.403.
Hagaman, J. L., Casey, K. J., & Reid, R. (2016). Paraphrasing strategy instruction for struggling readers. Preventing School Failure: Alternative Education for Children and Youth, 60(1), 43-52. doi: https://doi.org/10.1080/1045988X.2014.966802.
Harris, K., Reid, R., & Graham, S. (2004). Self- regulation among students with LD and ADHD. In B. Wong (Ed.), Learning about learning disabilities (3rd edition) (pp. 167-195). Elsevier Academic Press. doi: https://doi.org/10.1016/B978-012762533-1/50008-1.
Horner, S. &Shwery, C. (2002). Becoming an engaged self-regulated reader. Theory into practice, 41(2), 102-109. doi: https://doi.org/10.1207/s15430421tip4102_6.
Kamil, M. L., Mosenthal, P. B., Pearson, P. D., & Barr, R. (2016). Handbook of reading research, Volume III. Routledge. doi: https://doi.org/10.4324/9781315200613.
Kinnunen, R., & Vauras, M. (2010). Tracking on-line metacognition: monitoring and regulating comprehension in reading. In A. Efklides & P. Misailidi (Eds.), Trends and prospects in metacognition research (pp. 209-229). Springer Link online. doi: http://doi.org/10.1007/978-1-4419-6546-2_10.
Kintsch, W. (1988). The role of knowledge in discourse comprehension: a construction-integration model. Psychological review, 95 (2), 163-182. Ministère de l’Éducation du Québec (MEQ). (2003). Les difficultés de l’apprentissage à l’école. Cadre de référence pour guider l’intervention. Québec: Ministère de l’Éducation. doi: http://dx.doi.org/10.1037/0033-295X.95.2.163
Maddux, J. E. (2016). Self-efficacy. In S. Trusz & P. Bąbel (Eds.). Interpersonal and intrapersonal expectancies (pp. 41-46). Psychology Press.
Nelson, J. & Manset-Williamson, G. (2006). The impact of explicit, self-regulatory reading comprehension strategy instruction on the reading-specific self- efficacy, attributions, and affect of students with reading disabilities. Learning disability quarterly, 29(3), 213-230. doi: https://doi.org/10.2307/30035507.
Panadero, E. (2017). A review of self-regulated learning: Six models and four directions for research. Frontiers in psychology, 8, 422. doi: https://doi.org/10.3389/fpsyg.2017.00422.
Panadero, E., Jonsson, A., & Botella, J. (2017). Effects of self-assessment on self-regulated learning and self-efficacy: Four meta-analyses. Educational Research Review, 22, 74-98. doi: http://dx.doi.org/10.1016/j.edurev.2017.08.004.
Palincsar, A., & Brown, A. (1984). Reciprocal teaching of comprehension fostering and comprehension-monitoring activities. Cognition and instruction, 1, 117-175. doi: https://doi.org/10.1207/s1532690xci0102_1.
Pintrich, P. (2000). The role of goal orientation in self–regulated learning. In M., Boekaerts, P., Pintrich, Zeidner (Eds.), Handbook of self-regulation (p.451-502). San Diego, CA: Academic Press. doi: https://doi.org/10.1016/B978-012109890-2/50043-3.
Pintrich, P. (2002). The role of metacognitive knowledge in learning, teaching, and assessing. Theory into practice, 41(4), 220-225. doi: https://doi.org/10.1207/s15430421tip4104_3.
Pintrich, P., & De Groot, E. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of educational psychology (82), 33–44.
Pintrich, P. & Schunk, D. (2002). Motivational and self-regulated learning components of academic classroom performance. Journal of educational psychology, 80, 33-40.
Pressley, M. (2002). Reading instruction that works: The case for balanced teaching (2nd edition). New York: Guilford.
Pressley, M., Beard El-Dinary, P., Gaskins, I., Schuder, T., Bergman, J., Almasi, J., & Brown, R. (1992). Beyond direct explanation: transactional instruction of reading comprehension strategies. The elementary school journal, 92(5), 513-555. doi: https://doi.org/10.1086/461705.
Pressley, M., & Harris, K. (1990). What we really know about strategy instruction. Educational leadership, 48(1), 31-34 ERIC Number: EJ413160.
Schunk, D., & Zimmerman, B. (2003). Self-regulation and learning. In W. Reynolds & G. Miller (Eds.), Handbook of psychology: educational psychology, 7 (pp. 59–78). New York, USA: John Wiley & Sons, Inc.
Schunk, D. (1994). Self-regulation of self-efficacy and attributions in academic settings. In D. Schunk & B. Zimmerman (Eds.), Self-regulation of learning and performance: issues and educational applications (pp. 631-647). Hillsdale, NJ: Erlbaum.
Souvignier E., &Mokhlesgerami, J. (2006). Using self-regulation as a framework for implementing strategy instruction to foster reading comprehension. Learning and instruction, 16, 57-71. doi: https://doi.org/10.1016/j.learninstruc.2005.12.006.
Spörer N., Brunstein J., & Kieschke U. (2009). Improving reading comprehension skills effects of strategy instruction and reciprocal teaching. Learning and instruction, 19, 272-286. doi: https://doi.org/10.1016/j.learninstruc.2008.05.003.
Stanovich, K. (1994). Constructivism in reading education. The journal of special education, 28(3), 259-274. doi: https://doi.org/10.1177/002246699402800303.
Stipek, D. (2002). Motivation to learn: from theory to practice, (4th ed). Boston, MA: Allyn and Bacon.
Van Der Maren, J-M. (1996). Méthodes de recherche pour l’éducation. (2nd ed). Paris, France: De Boeck Université.
Van Dijk, T. &Kintsch, W. (1983). Strategies of discourse comprehension. New York: Academic Press.
Van Grunderbeeck, N. (1994). Les difficultés en lecture, diagnostique &liste d’intervention. Montréal, Canada: Gaëtan Morin Editeur.
Vandevelde, S., Van Keer, H., & Rosseel, Y. (2013). Measuring the complexity of upper primary school children’s self-regulated learning: A multi-component approach. Contemporary Educational Psychology, 38(4), 407-425.
Vauras, M. (1991). Text learning strategies in school-aged students. Helsinki: Academia.
Weinstein, C., & Mayer, R. (1986). The teaching of learning strategies. In M. Wittrock (Ed.), Handbook of research on teaching (3rd edition) (pp. 315-327). New York: Macmillan.
Zimmerman, B. (1998). Developing the self-fulfilling cycles of academic regulation: an analysis of exemplary instructional models: the role of social and self-regulatory processes. In D. Schunk & B. Zimmerman (Eds.), Self –regulated learning: from teaching to self-reflective practice (pp.1-19). New York, US: Guilford Press.
Zimmerman, B. J. (2000). Attaining Self-Regulation: A Social Cognitive Perspective. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of Self-Regulation (pp. 13-39). San Diego, CA: Academic Press. doi: https://doi.org/10.1016/B978-012109890-2/50031-7.
Zimmerman, B. (2008). Investigating self-regulation and motivation: historical background, methodological developments, and future prospects. American educational research journal, 45 (1), 166-183. doi: https://doi.org/10.3102/0002831207312909.
Zimmerman, B., Bonner, S., & Kovach, R. (1996). Developing self-regulated learners: beyond achievement to self-efficacy. Psychology in the classroom: a series on applied educational psychology. Washington, DC, US: American Psychological Association. doi: http://dx.doi.org/10.1037/10213-000.
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2019-12-09
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Self-regulation of Arabic Reading Comprehension of upper Elementary Students. (2019). TEJUELO. Didáctica De La Lengua Y La Literatura. Educación, 31, 229-258. https://doi.org/10.17398/1988-8430.31.229
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