| dc.contributor.author | Czerniawska, Ewa | |
| dc.date.accessioned | 2014-06-17T11:31:31Z | |
| dc.date.available | 2014-06-17T11:31:31Z | |
| dc.date.issued | 1999 | |
| dc.identifier.citation | Forum Psychologiczne 1999, T. 4, nr 1, s. 3-17 | en_US |
| dc.identifier.uri | http://repozytorium.ukw.edu.pl/handle/item/760 | |
| dc.description.abstract | The paper presents the main theoretical models of self-regulation in learning, constructed by psychologists in the last years. The following propositions are discussed: the “Good Strategy User" model formulated by M. Pressley, J. Borkowski and W. Schneider: the model of self-regulation in learning from text of R.-J. Simons and F. De Jong: the six component model of selr-regulated learning of M Boekaerts: the model formulated by P. Winne; the dimensions of academic learning, described by B. Zimmerman; and the conception of the “Group from Michigan". Similarities and differences between the presented models are pointed out. | en_US |
| dc.language.iso | pl | en_US |
| dc.publisher | Instytut Psychologii ; Wyższa Szkoła Pedagogiczna w Bydgoszczy | en_US |
| dc.title | Samoregulacja w uczeniu się. Modele teoretyczne | en_US |
| dc.title.alternative | Self-regulation in learning. Theoretical models | en_US |
| dc.type | Article | en_US |
