Self-Regulation Interventions with a Focus on Learning Strategies
Claire E. Weinstein, Jenefer Husman, and Douglas R. Dierking 2000 Academic Press. Chapter 22 in M. Boekaerts, P. R. Pintrich and M. Zeidner (Eds.), Handbook of Self Regulation (pp. 727-747).

This chapter addresses the role of self-regulation in the development of students' learning strategies. The authors found that learning strategies can be modified or learned, and that adopting successful learning strategies leads to long-term positive benefits, including higher GPAs (especially for previously at-risk students) and higher five-year graduation rates.

This resource is referenced here:

• Pedagogy in Action:Partners:Pedagogies of Engagement: Resource Collections:ACM Partnership:Working Groups: Metacognition Resources Under Review
• Cutting Edge:Develop Program-Wide Abilities:Metacognition: Introduction
• Cutting Edge:Develop Program-Wide Abilities:Metacognition: Selected References

Subject: Education
Resource Type: Pedagogic Resources:Research Results, Book Section
Research on Learning: Cognitive Domain:Metacognition