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Education Research International
Volume 2012, Article ID 319463, 10 pages
http://dx.doi.org/10.1155/2012/319463
Research Article

Writing about the Personal Utility of Learning Contents in a Learning Journal Improves Learning Motivation and Comprehension

Department of Educational Science, University of Freiburg, Rempart Straße 11, D-79098 Freiburg, Germany

Received 30 May 2012; Revised 17 September 2012; Accepted 8 November 2012

Academic Editor: Susanne Narciss

Copyright © 2012 Kristin Schmidt et al. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Citations to this Article [3 citations]

The following is the list of published articles that have cited the current article.

  • Julian Roelle, Christine Nowitzki, and Kirsten Berthold, “Do cognitive and metacognitive processes set the stage for each other?,” Learning and Instruction, 2016. View at Publisher · View at Google Scholar
  • Martin Daumiller, and Markus Dresel, “Supporting Self-Regulated Learning With Digital Media Using Motivational Regulation and Metacognitive Prompts,” The Journal of Experimental Education, pp. 1–16, 2018. View at Publisher · View at Google Scholar
  • Nicolás Pino-James, David J. Shernoff, Denise M. Bressler, Sue C. Larson, and Suparna Sinha, “Instructional Interventions That Support Student Engagement: An International Perspective,” Handbook of Student Engagement Interventions, pp. 103–119, 2019. View at Publisher · View at Google Scholar