Metacognitive skills, when paired with a growth mindset, provide complementary skill sets and may be particularly beneficial for students in low socioeconomic school settings.
The authors identify that child characteristics, including gender, the ability to self-regulate, and language competence, impact teacher-child relationships.
Implementing six effective vocabulary acquisition strategies (VAS) within the frameworks of self-regulated and multimedia learning may not only have promising effects on the language acquisition of ELLs but it may also prevent ELLs being falsely identified for special education eligibility.
Zimmerman outlines his personal connections to his work and motivations for engaging in this type of research, stating, “My career path to understanding the source and nature of human learning started with an interest in social processes, especially cognitive modeling, and has led to the exploration of self-regulatory processes.
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