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SRLSociedad de Responsabilidad Limitada (Spanish company designation)
SRLSelf-Regulated Learning (education)
SRLSelf Retracting Lifeline (fall restaint)
SRLSt Rose of Lima (Newark, NJ)
SRLSalazar Resources Ltd. (Canada)
SRLSalazar Resources Limited (Canada)
SRLSurvival Research Labs (Petaluma, CA)
SRLStatistical Relational Learning
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SRLSocietà a Responsabilità Limitata (Italian: limited company)
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SRLStructural Return Loss
SRLShift Right Logical
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SRLVereinigung für Stadt-, Regional- & Landesplanung eV (German: Society for Urban, Regional & Country Planning)
SRLSocial Research Laboratory (Northern Arizona University, Flagstaff, AZ)
SRLStrangeways Research Laboratory
SRLSaturday Review of Literature (est. 1924)
SRLSpace Radar Laboratory
SRLSurvey Research Laboratory (University of Illinois, Chicago)
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SRLSoil Remediation Level (Arizona)
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SRLSocially Responsible Leadership
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SRLSynchrotron Radiation Laboratory (Japan)
SRLSelected Reading List
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SRLSecure Radio Link
SRLScience Research Laboratory, Inc (Somerville, Massachusetts)
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SRLSpokane Research Laboratory (CDC/NIOSH)
SRLSystem Runtime Library
SRLShift Register Latch
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SRLSupplemental Report Language
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SRLStructured Rule Language (Blaze Advisor)
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SRLShuttle Radar Lab
SRLSpecial Recovery Line
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SRLSoftware Release Letter
SRLSystem Readiness Level
SRLSimulation Resources Library
SRLSignal Return Loss
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SRLSite Rehabilitation Levels
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SRLSupplemental Reference List
SRLSGML Reuse Library
SRLSend Return Loss
SRLSignificant Rework Log (Boeing)
SRLStatistical Remaining Lifetime
SRLSocietate cu Responsabilitate Limitata (Romanian: Limited Company)
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References in periodicals archive ?
The primary purpose of the study was to develop and gather initial psychometric information regarding the Academic Self-Regulation Scale (ASRS), a measure of students' use of abilities and strategies of self-regulated learning. Information regarding the scale's factor structure, validity and reliability was gathered using a sample of
The 50 readings in this collection (which were published from 2000-2012) relate to topics in educational psychology: constructivist and postformalist perspectives; behaviorism; Piaget and Vygotsky; Paulo Freire's legacies; motivation; culture; spaces for enhanced learning; parents and other relationships; educational psychology inside and outside the classroom; practice, including gifted education, self-regulated learning, and inquiry-based learning; alternative education, urban youth, and interventions; assessment; and teaching educational psychology and teachers.
The scale is scored from 1 to 5 and the results are obtained from the sum of the scores providing the following categories of self-regulated learning scores: 41-73 = optimal, 74-106 = very good, 107-139 = fair, 140-172 = insufficient and 173-205 = low.
Conceptually derived from work by Schon (1983, 1987) on the reflective practitioner, by Elliot (1978) on teacher self-monitoring, and by Rogers (1983) on promoting personal responsibility for learning, self-assessment may be a critical feature in developing teachers who practice and promote self-regulated learning. It is crucial, then, for teacher candidates to explore ideas about themselves as learners to help understand ideas about cognition, motivation, and other concepts related to self-regulated learning (Dembo, 2001; Gordon, Dembo, & Hocevar, 2007; Zimmerman, Bonner & Kovach, 1996).
It has been ascertained that better patient care is directly linked to lifelong learning by physicians, which requires personal monitoring in the form of Self-Regulated learning (SRL).
Researchers Hsiang-Ann Liao, Anita Ferdenzi, and Margot Edlin examine motivation, self-regulated learning efficacy, and academic achievement among community college students.
The conceptual foundation for self-regulated learning depends upon the ability to initially set objectives for learning and then achieving these goals by application of strategies and skills; at the same time evaluating and observing own performance through restructuring environment where necessary (Zimmerman, 1995; Zimmerman & Schunk, 2001).
In contrast, distance learners decide for themselves when and how they engage with the course content, a process that is better known as self-regulated learning (Zimmerman, 2015).
Among their topics are designing strategic classrooms: self-assessment in enabling self-regulated learning, grammar learning strategies instruction in the foreign language classroom: the case of students in degree programs in English, guidelines and materials for integrating language learning strategy instruction into the language lesson, teacher education for language learning strategy instruction: approaches and activities.