Tutors As Self-Regulated Learners and Teachers

San Francisco, CA · May 2024

Poster · Cognitive

Anastasia Kitsantas
George Mason University
Roberto Pamas
George Mason University
Varier Divya
George Mason University
Beth Hosek
George Mason University
Haley Mckeen
George Mason University
Reagan Mergen
College of Education and Human Development - GMU
Christine Nardelli
George Mason University
Sahar Wahidi
George Mason University

Abstract

The present study examined the effectiveness of a Learning-to-learn intervention with 65 college student tutors and their tutees. Results showed that tutors reported higher levels of self-regulatory functioning themselves enabling them to create learning environments that promoted and supported their student self-regulated learning skills and academic learning.

Studying and Learning

← Poster Session I

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Tutors As Self-Regulated Learners and Teachers

Abstract

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