1519-3993 1519-3993 S1519-39932018000300337 10.24220/2318-0870v23n3a4107 Brasil Brasil 00 09 2018 00 09 2018 23 3 337 348

10 213-50 73 3 3 277-320 91 3 3 409-21 84 3 3 261-71 87 3 3 544-82 25 4 4 829-35 1-64 26 4 4 369-98 54 2 2 199-231 18 3 3 401-09 Promoção da autorregulação da aprendizagem: contribuições da Teoria Social Cognitiva]]> 1 89-104 23 3 3 187-96 18 3 3 32-42 22 2 2 299-305 28 4 4 23-35 4 7 7 110-25 Developing metacognitive teachers: Visioning and the expert’s changing role in teacher education and professional development]]> 199-235 21 1 1 1-17 15 1 1 25-44 Self-regulated learning intervention: Teaching metacognition to enhance school performance and motivation of middle school students]]> Making the writing process work: Strategies for composition and self-regulation]]> 38 2 2 115-37 36 4 4 313-22 72 3 3 379-99 19 1 1 29-44 Como motivar estudantes: a eficácia de um programa autorreflexivo desenvolvido para a capacitação de professores em teorias sociocognitivas da motivação]]> 1 9 Lisboa 9- 6 2 2 54-67 6 4 4 185-92 1 2 2 117-75 3 2 2 89-101 The role of self-regulated learning in contextual teaching: Principles and practices for teacher preparation]]> 102 1 1 35-58 47 2 2 97-108 2 1 1 1-58 1163-221 2011 126 126 89-98 9 590-601 631-49 1-20 53 4 4 429-29 7 2 2 174-94 37 8 8 101-17 5 32 32 1-4 16 1 1 3-118 41 2 2 64-7 53 1 1 141-60 73 4 4 485-93 15 4 4 413-29