The effects of a self-regulation learning-strategies instructional program on middle-school students' use of learning strategies and study tools, self-efficacy, and history test performance

Lyons-Wagner, Elizabeth

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University of San Francisco

The effects of a self-regulation learning-strategies instructional program on middle-school students' use of learning strategies and study tools, self-efficacy, and history test performance

dc:creator Lyons-Wagner, Elizabeth

thesis:degree_name Doctor of Education (Ed.D.)

2010

Abstract

dc:description.abstract

Degree

thesis:*

Name thesis:degree_name: Doctor of Education (Ed.D.)
Level thesis:degree_level: Dissertation
Year: 2010

Author and committee

dc:creator, dc:contributor.*

Author dc:creator: Lyons-Wagner, Elizabeth

Identifiers

dc:identifier.*

Repository record dc:identifier: https://repository.usfca.edu/diss/387
OAI identifier oai:identifier: oai:repository.usfca.edu:diss-1387

Chain of custody

source

Harvested from: University of San Francisco
Base URL: repository.usfca.edu/do/oai/
Last updated: 2026-07-24
Source record: OAI-PMH GetRecord

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citation

Lyons-Wagner, Elizabeth. The effects of a self-regulation learning-strategies instructional program on middle-school students' use of learning strategies and study tools, self-efficacy, and history test performance. Dissertation thesis, 2010. https://repository.usfca.edu/diss/387

The effects of a self-regulation learning-strategies instructional program on middle-school students' use of learning strategies and study tools, self-efficacy, and history test performance

Abstract

Degree

Author and committee

Identifiers

Chain of custody

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