Publication Date
In 2025 | 0 |
Since 2024 | 0 |
Since 2021 (last 5 years) | 2 |
Since 2016 (last 10 years) | 3 |
Since 2006 (last 20 years) | 3 |
Descriptor
Learning Strategies | 3 |
Program Effectiveness | 3 |
Academic Achievement | 1 |
Cognitive Processes | 1 |
Effect Size | 1 |
Failure | 1 |
Independent Study | 1 |
Meta Analysis | 1 |
Pacing | 1 |
Problem Solving | 1 |
Program Design | 1 |
More ▼ |
Source
Educational Psychology Review | 3 |
Author
Dignath, Charlotte | 1 |
Fabriz, Sabine | 1 |
Loibl, Katharina | 1 |
Perels, Franziska | 1 |
Roll, Ido | 1 |
Rummel, Nikol | 1 |
Tekin, Eylul | 1 |
van Ewijk, Reyn | 1 |
Publication Type
Journal Articles | 3 |
Reports - Evaluative | 2 |
Information Analyses | 1 |
Reports - Research | 1 |
Education Level
Audience
Location
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Tekin, Eylul – Educational Psychology Review, 2022
The existing literature on study time allocation has primarily focused on how people regulate their study time allocation across different items and conditions. However, these studies rarely investigated how self-regulated study time allocation affects later retention. In this review, the effectiveness of self-regulated study time allocation on…
Descriptors: Study Habits, Time Management, Independent Study, Retention (Psychology)
Dignath, Charlotte; van Ewijk, Reyn; Perels, Franziska; Fabriz, Sabine – Educational Psychology Review, 2023
Self-monitoring is an integral part of self-regulated learning. Tools that foster learners' monitoring, such as learning journals, portfolios, or rubrics, are supposed to promote self-regulation and to improve performance. The aim of this meta-analysis was to examine the effectiveness of tools designed to foster monitoring on learning-related…
Descriptors: Progress Monitoring, Student Behavior, Meta Analysis, Program Effectiveness
Loibl, Katharina; Roll, Ido; Rummel, Nikol – Educational Psychology Review, 2017
Recently, there has been a growing interest in learning approaches that combine two phases: an initial problem-solving phase followed by an instruction phase (PS-I). Two often cited examples of instructional approaches following the PS-I scheme include Productive Failure and Invention. Despite the growing interest in PS-I approaches, to the best…
Descriptors: Problem Solving, Teaching Methods, Program Design, Program Effectiveness