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Impact of Self-Regulated Learning on Performance by MR2692 is a document available to read on EtoBox.

This study examined how students with high and low prior knowledge behaved differently when interacting with a self-regulated learning (SRL) environment. The researchers proposed an SRL support system for a mathematics course. Results showed that the gap in learning performance between high and low prior knowledge students was eliminated after long-term use of the system. While both groups behaved similarly in planning and reflection, differences emerged in the performance phase, as low prior knowledge stud

Author

MR2692

Language

EN