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Commentary on Vollmeyer and Rheinberg: Putting the Teacher in Research on Self-Regulated Learning

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Abstract

In this commentary, Corno discusses Vollmeyer and Rheinberg’s evidence from the perspective of related work in educational psychology. Relevant new terms provide background for understanding connections between the language used by Vollmeyer and Rheinberg and that of educational psychologists. The author uses results from research on teaching for self-regulated learning to suggest a new direction for Vollmeyer and Rheinberg—investigation of instructional events that promote processes in their model.

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Authors and Affiliations

  1. Teachers College, Columbia University, New York, NY, USA

    Lyn Corno

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  1. Lyn Corno
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Correspondence to Lyn Corno.

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Corno, L. Commentary on Vollmeyer and Rheinberg: Putting the Teacher in Research on Self-Regulated Learning. Educ Psychol Rev 18, 261–266 (2006). https://doi.org/10.1007/s10648-006-9019-y

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  • DOI: https://doi.org/10.1007/s10648-006-9019-y

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