Abstract
The purpose of this article is to suggest principles for embedding support in instruction to facilitate self-regulation (SR) in less expert learners. The principles are based on an analysis of the growing body of research on the distinctive self-regulation differences between higher and lower achieving learners. The analysis revealed four instructional principles that designers should consider to provide support for self-regulation. Each principle is supported by research and instructional examples are included.
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Ley, K., Young, D.B. Instructional principles for self-regulation. ETR&D 49, 93–103 (2001). https://doi.org/10.1007/BF02504930
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DOI: https://doi.org/10.1007/BF02504930