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Volition Completes the Puzzle: Development and Evaluation of an Integrative Trait Model of Self-Regulated Learning
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Dörrenbächer, Laura; Perels, Franziska – Frontline Learning Research, 2015
Most self-regulated learning theories are imbedded within a social-cognitive framework and comprise cognitive, metacognitive and motivational components. Nevertheless, these theories partly neglect volition, which is necessary for implementing learning intentions. Therefore, the present study is frontline as it aimed to integrate volition within a…
Descriptors: Metacognition, Learning Theories, Models, College Students