SRL

(redirected from Self-regulated learning)
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AcronymDefinition
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
SRLSevere Repetitive Loss (program; US FEMA)
SRLSocietà a Responsabilità Limitata (Italian: limited company)
SRLSavage River Lodge (Frostburg, MD)
SRLSecurity and Rule of Law
SRLSavannah River Laboratory (US Department of Energy)
SRLSender Reputation Level
SRLStorage Replicator Log
SRLStructural Return Loss
SRLShift Right Logical
SRLSurvival Research Laboratories (San Francisco based performance art group)
SRLself-represented litigant (legal)
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)
SRLSustainable Rural Livelihood
SRLScottish Rugby League (UK)
SRLSingle Red Line (engine parameter)
SRLSymantec Research Labs (Symantec Corporation)
SRLState Revolving Loan (various organizations)
SRLStandard Runtime Library (software)
SRLStudent Rugby League (UK)
SRLSoil Remediation Level (Arizona)
SRLSoldat Realistic League (gaming)
SRLSocially Responsible Leadership
SRLSelf-Retracting Lanyard (fall arrester)
SRLSan Ramon Library (San Ramon, CA)
SRLSynchrotron Radiation Laboratory (Japan)
SRLSelected Reading List
SRLSystems Realization Laboratory (Georgia Institute of Technology)
SRLSecure Radio Link
SRLScience Research Laboratory, Inc (Somerville, Massachusetts)
SRLSinging Return Loss
SRLSpokane Research Laboratory (CDC/NIOSH)
SRLSystem Runtime Library
SRLShift Register Latch
SRLSupplemental Report Language (California)
SRLSupplemental Report Language
SRLSoftware Reuse Library
SRLSCAR Resource Library (programming project)
SRLStructured Rule Language (Blaze Advisor)
SRLStructured Return Loss (Cat 5 UTP)
SRLShuttle Radar Lab
SRLSpecial Recovery Line
SRLSystem Reference Library
SRLSoftware Release Letter
SRLSystem Readiness Level
SRLSimulation Resources Library
SRLSignal Return Loss
SRLStudent Reference Library (Mindscape)
SRLSite Rehabilitation Levels
SRLSpacecraft Reference Line
SRLSound Reference Laboratory (Orlando, Florida)
SRLSupplemental Reference List
SRLSGML Reuse Library
SRLSend Return Loss
SRLSignificant Rework Log (Boeing)
SRLStatistical Remaining Lifetime
SRLSocietate cu Responsabilitate Limitata (Romanian: Limited Company)
SRLSubscriber Relocation
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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.