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The Effect of Self-Distancing on Emotion Regulation and Autobiographical Remembering ...
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EFL undergraduate students' perspectives and experiences of the flipped classroom at a Vietnamese university
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Bui, Thi Hien. - : Edith Cowan University, Research Online, Perth, Western Australia, 2022
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In: Theses: Doctorates and Masters (2022)
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Evaluation of Metacognitive and Self-Regulatory Programmes for Learning, Pedagogy and Policy in Tertiary EFL Contexts
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Achieving Learning Regulation Support: How a Socially Shared Approach Fits, Functions, and Thrives
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Förderung ab Geburt mit dem Programm "PAT - Mit Eltern Lernen": Effekte im ersten Kindergartenjahr ; Early support with the program "PAT - Mit Eltern Lernen": effects in the first year of Kindergarten
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In: Schweizerische Zeitschrift für Bildungswissenschaften 43 (2021) 2, S. 285-296 (2021)
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Assessing Self-Regulation in Grade 1 Writers: An Evaluation of the Reliability and Validity of the Interview on Self-Regulation in Early Writing
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In: Electronic Thesis and Dissertation Repository (2021)
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Coupling text structure and self-regulated strategy instruction for ESL primary school students’ writing outcomes
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In: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 35, 2021, pags. 61-76 (2021)
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I CONTROL MY OWN ENGLISH LEARNING: DEVELOPING SELF-REGULATION IN ELEMENTARY ELL USING SELF-ASSESSMENT AND EXPLICIT STRATEGY INSTRUCTION
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In: TEFLIN Journal, Vol 32, Iss 2, Pp 183-213 (2021) (2021)
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Metacognition to learn how to produce a narrative. ; La métacognition au service de l’apprentissage de la production de récits
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In: Action Didactique ; https://hal.univ-lorraine.fr/hal-03049698 ; Action Didactique, Laboratoire de recherche en Langues Appliquées et Ingénierie des Langues En Milieu Multilingue (LAILEMM), Faculté des Lettres et des Langues de l’université Abderrahmane Mira de Bejaia, 2020, Le français comme langue enseignée et langue d’enseignement, 5, pp.[En ligne] ; http://www.univ-bejaia.dz/action-didactique/2020-11-18-07-54-02/ad5.html (2020)
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Breathing and Behavior: The Effects of Mindfulness Practices on Work Completion and Self- Regulation in the Upper Elementary Montessori Classroom
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In: Masters of Arts in Education Action Research Papers (2020)
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Exploring the Relationship Between Teachers’ Formative Classroom Assessment Practices and Students’ Self-Regulation in Kindergarten Classrooms
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Adaptability
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In: The Wiley Encyclopedia of Personality and Individual Differences: Models and Theories, pp. 1053-1058 (2020)
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Развитие иноязычной стратегической компетенции у студентов неязыковых специальностей ... : Development of foreign language strategic competence of non-linguistic students ...
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Erros ortográficos: programa de intervenção com alunos do 2º ano de escolaridade ; F(irst) A(ttempt) I(n) L(earning). Erros ortográficos: programa de intervenção com alunos do 2º ano de escolaridade
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Abstract:
Dissertação de Mestrado apresentada no ISPA – Instituto Universitário para obtenção do grau de Mestre na especialidade de Psicologia Educacional. ; O presente estudo teve como objetivo avaliar o impacto de um programa de intervenção, com vista à diminuição da frequência do número de erros ortográficos. Ao longo da intervenção, foi utilizada uma grelha que funcionou como orientadora e reguladora do processo de aprendizagem, permitindo uma revisão e reflexão específica sobre regras ortográficas contextuais e alguns erros ortográficos resultantes de uma análise deficiente d estrutura fonológica das palavras. Os participantes do estudo foram 29 crianças do 2º ano de escolaridade, divididas por um grupo experimental e um grupo de controlo. A equivalência dos grupos foi garantida quer a nível intelectual como no desempenho ortográfico. No início de cada sessão individual de intervenção, realizou-se um ditado de palavras. No grupo experimental, os erros foram sublinhados e procedeu-se à correção dos mesmos, de acordo com as indicações da grelha. No grupo de controlo, as crianças realizaram os ditados e corrigiram os seus erros, escrevendo três vezes as palavras corretas. Nos momentos de avaliação pré-teste e pós-testes, de forma a avaliar a evolução das crianças, realizou-se o mesmo ditado de 64 palavras. Verificou-se uma evolução significativa dos resultados na diminuição do número de erros do grupo experimental, comparativamente ao grupo de controlo, na totalidade das palavras e também em cada tipo de erro analisado. ; The aim of this study was to evaluate the impact of an intervention program, with a view to reduce the frequency of the number of spelling errors. During the intervention, a grid was used as a guide and regulator of the learning process, allowing a specific review and reflection on contextual spelling rules and some spelling errors allow a poor analysis of the phonological structure of words. The study participants were 29 children of the 2nd grade class, divided into experimental group and control group. The equivalence of the groups was guaranteed both intellectually and in spelling performance. At the beginning of each individual intervention session, a dictation of words was made. In the experimental group, the errors were underlined and corrected according to the grid indications. In the control group, the children performed the dictations and corrected their errors by writing the correct words three times. In the pre-test and post-test evaluation moments, in order to assess the children’s evolution, the same 64-word dictation was performed. There was a significant evolution of the results in decreasing the number of errors of the experimental group, compared to the control group, in all the words and also in each type of error analyzed.
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Keyword:
Autorregulação da aprendizagem; Crianças do primeiro ciclo; Domínio/Área Científica::Ciências Sociais::Psicologia; Elementary school children; Orthography; Ortografia; Self-regulation of learning
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URL: http://hdl.handle.net/10400.12/7277
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'Tensile Metaphor' and the conversational model: a language-based approach to the treatment of complex trauma
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A Linguistic Hierarchy Model with Self-Confidence Preference Relations and Its Application in Co-Regulation of Food Safety in China
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In: International Journal of Environmental Research and Public Health ; Volume 16 ; Issue 16 (2019)
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Self-regulation and Chinese character learning strategies in Irish Higher Education
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JIANG, NING. - : Trinity College Dublin. School of Linguistic Speech & Comm Sci. C.L.C.S., 2019
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Cognitive Language Acquisition Training in a Classroom Setting
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Melles, Ora. - : University of Bamberg Press, 2019. : Bamberg, 2019. : "020000", 2019
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L2 Learning-To-Write Through Writing Conferences: A Mixed Methods Research Study
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