APPLICATION OF SELF-REGULATED LEARNING IN THE DESIGN OF TEACHING ACTIVITIES

Haodi Chai

DOI: 10.26480/ess.02.2022.44.47

ABSTRACT
The current paper will apply child psychology to design various teaching activities which enhances self-regulated learning. The purposes of this paper are (1) to explore the relationship between self-regulated learning and students’ academic performance, (2) to design effective teaching activities which are beneficial to students’ cognitive development, (3) to understand factors which influence identity development through instructions using a psychologic perspective.

KEYWORDS
Self-Regulated Learning, Academic Performance, Teaching Activities, Identity Development

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12 June 2018
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EDUCATION, SUSTAINABILITY AND SOCIETY (ESS) has been successfully Publish with first issue 2018. Congratulations to all the editorial team!

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