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reference of Singer, H., Sorter, J., & Frazee, C. (1986)

  References References marked with asterisks indicate studies included in the meta-analysis. *Amato, J. L., Bernard, R. M., D'Amico, M....

 



References References marked with asterisks indicate studies included in the meta-analysis. *Amato, J. L., Bernard, R. M., D'Amico, M., & DeBellefeuille, B. (1989). Can instructional variables be combined effectively to enhance learning achievement? Canadian Journal of Educational Communication, 18(2), 85-109. 131 This content downloaded on Sun, 3 Feb 2013 08:00:24 AM All use subject to JSTOR Terms and Conditions Hattie, Biggs, and Purdie *Andre, M. E., & Anderson, T. H. (1979). The development and evaluation of a selfquestioning study technique. Reading Research Quarterly, 14(4), 605-623. *Armbruster, B. B., Anderson, T. H., & Ostertag, J. (1987). Does text structure/ summarization instruction facilitate learning from expository text?


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*Okebukola, P. A., & Jegede, O. J. (1988). Cognitive preferences and learning mode 134 This content downloaded on Sun, 3 Feb 2013 08:00:24 AM All use subject to JSTOR Terms and Conditions Effects of Study Skills Interventions as determinants of meaningfulearning through concept mapping. Science Education, 72(4), 489-500. Perkins, D. N., & Salomon, G. (1989). Are cognitive skills context bound? Educational Researcher, 18(1), 16-25. Pintrich, P., & de Groot, E. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82, 33-40. *Purdie, N. M. (1989). The effect of motivation training on approaches to studying and self-concept in female secondary students. Unpublished master's thesis, University of Western Australia. Ramsden, P., Beswick, D., & Bowden, J. (1986). Effects of learning skills interventions on first year university students' learning. Human Learning, 5, 151-164. *Rand, Y., Mintzker, Y., Miller, R., Hoffman, M. B., & Friedlender, Y. (1981). The Instrumental Enrichment Program: Immediate and long-term effects. In P. Mittler (Ed.), Frontiers ofknowledge in mental retardation (Vol. 1, pp. 141-152). Baltimore: University Park Press. *Rand, Y., Tannenbaum, A. J., & Feuerstein, R. (1979). Effects of Instrumental Enrichment on the psychoeducational development of low-functioning adolescents. Journal of Educational Psychology, 71(6), 751-763. *Relich, J. D., Debus, R. L., & Walker, R. (1986). The mediating role of attribution and self-efficacy variables for treatment effects on achievement outcomes. Contemporary Educational Psychology, 11, 195-216. Sanders, V. (1980, March). College reading and study programs: Do they make any difference? Paper presented at the Annual Meeting of the Western College Reading Association, San Francisco, CA. *Schunk, D. H., & Cox, P. D. (1986). Strategy training and attributional feedback with learning disabled students. Journal of Educational Psychology, 78(3), 201-209. *Schunk, D. H., & Gunn, T. P. (1986). Self-efficacy and skill development: Influence of task strategies and attributions. Journal of Educational Research, 79(4), 238-244. *Scruggs, T. E., & Mastropieri, M. A. (1986a). Acquisition and transfer of learning strategies by gifted and nongifted students. Exceptional Children, 53(1), 153-166. 


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