Students' Use of Retrieval in Self-Regulated Learning: Implications for Monitoring and Regulating Effortful Learning Experiences

Shana K. Carpenter*, Tino Endres, Luotong Hui

*Corresponding author for this work

Research output: Contribution to journalReview articlepeer-review

Original languageEnglish
Pages (from-to)1029-1054
Number of pages26
JournalEducational Psychology Review
Volume32
Issue number4
Early online date5 Aug 2020
DOIs
Publication statusPublished - Dec 2020

Keywords

  • Retrieval practice
  • Self-regulated learning
  • Cognitive load
  • Effort
  • Metacognition
  • COGNITIVE LOAD THEORY
  • WORKED EXAMPLES
  • INSTRUCTIONAL-DESIGN
  • ACADEMIC-ACHIEVEMENT
  • FORMATIVE ASSESSMENT
  • BENEFITS
  • LEARNERS
  • FEEDBACK
  • PERFORMANCE
  • REPETITION

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