Page 183 - CONCEPTIONSOFGIFTEDNESS
P. 183

áÑgƒªdG º«gÉØe  182

  merman (Eds.), Selfregulation of learning and performance: Issues and
  educational applications (pp. 101– 124). Mahwah, NJ: Lawrence Erl-
  baum Associates.

Willingham,W.W. (1985). Success in college: The role of personal quali-
  ties and academic ability. New York: College Board.

Wolters, C. A. (2003). Regulation of motivation: Evaluating an underem-
  phasized aspect of self-regulated learning. Educational Psychologist,
  38, 189–205.

Young, J.W. (with Kobrin, J. L.). (2001). Differential validity, differential
  prediction, and college admission testing: a comprehensive review and
  analysis. New York: College Board.

Zimmerman, B. J. (1986). Becoming a self-regulated learner: Which are
  the key subprocesses? Contemporary Educational Psychology, 11,
  307–313.

Zimmerman, B. J. (1994). Dimensions of academic self regulation: A con-
  ceptual framework for education. In D. H. Schunck & B. J. Zimmerman
  (Eds.), Self-regulation of learning and performance: Issues and educa-
  tional implications (pp. 3–21). Hillsdale, NJ: Lawrence Erlbaum Associ-
  ates.

Zimmerman, B. J. (1998). Developing self-fulfilling cycles of academic
  regulation: An analysis of exemplary instructional models. In D. H. Sc-
  hunck & B. J.

Zimmerman (Eds.), Self-regulated learning: From teaching to self-reflec-
  tive practice (pp. 1–19). New York: Guilford.

Zimmerman, B. J., & Schunck, D. H. (2001). Self-regulated learning and

  academic thought. Mahwah, NJ: Lawrence Erlbaum Associates.
   178   179   180   181   182   183   184   185   186   187   188