The following resources have been used to conduct research for this inquiry project.<\/p>\n
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Bruin, A.B.H (2012). Improving self-monitoring and self-regulation: from cognitive psychology to the classroom.Learning and Instruction, 22(2012), <\/em>245-252.<\/p>\n Covey, S. R. (2004).\u00a0The 7 habits of highly effective people: Restoring the character ethic<\/em>. New York: Free Press.<\/p>\n Kostons, D., Gog, T.v., & Paas, F. (2009). Self-assessment and task selection in learner-controlled instruction: Differences between effective and ineffective learners. Computers & Education, 54(2010), <\/em>932-940.<\/p>\n Kostons, D., Gog, T.V., & Paas, F. (2012). Training self-assessment and task-selection skills: A cognitive approach to improving self-regulated learning. Learning and Instruction, 22<\/em>, 121-132.<\/p>\n Macdonald, B. (2012). Using self-assessment to support individualized learning. Journal of the Association of Teachers of Mathematics, 21<\/em>, 26-27.<\/p>\n Nandagopal, K., & Ericsson, K.A. (2011). An expert performance approach to the study of individual differences in self-regulated learning activities I the upper-level college students. Learning and Individual Differences, 22(2012)<\/em>, 597-609.<\/p>\n Panadero, E., Brown, G., & Courtney, M. (2014). Teacher\u2019s reasons for using self-assessment: a survey self-report of Spanish teachers. Assessment in Education: Principles, Policy & Practice, 21(4)<\/em>, 365-383.<\/p>\n