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Kasutatud kirjanduse loetelu

Bjork, R., Dunlosky, J., & Kornell, N. (2013). Self-Regulated Learning: Beliefs, Techniques, and Illusions. Annual Review of Psychology, 64, 417–444. https://doi.org/10.1146/annurev-psych-113011-143823

Cole, P. M., Ram, N., & English, M. S. (2019). Toward a unifying model of self‐regulation: A developmental approach. Child Development Perspectives, 13(2), 91-96. https://doi.org/10.1111/cdep.12316

Dignath-van Ewijk, C., Fabriz, S., & Büttner, G. (2015). Fostering self-regulated learning among students by means of an electronic learning diary: A training experiment. Journal of Cognitive Education and Psychology, 14(1), 77– 97. https://doi.org/10.1891/1945-8959.14.1.77

English, M., & Kitsantas, A. (2013). Supporting Student Self-Regulated Learning in Problem- and Project-Based Learning. Interdisciplinary Journal of Problem-Based Learning, 7(2), 128–150. https://doi.org/10.7771/1541-5015.1339

Hadwin, A., Järvelä, S., & Miller, M. (2018). Self-regulation, co-regulation, and shared regulation in collaborative learning environments. In D. H. Schunk & J. A. Greene (Eds.), Educational Psychology Handbook series. Handbook of Self-regulation of Learning and Performance (pp. 83–106). Routledge/Taylor & Francis Group https://doi.org/10.4324/9781315697048-6

Heidmets, M., Eisenschmidt, E., Poom-Valickis, K. (2017). Kokkuvõte. Järeldused. Kogumikus Heidmets, M. (Toim.). Õpikäsitus: teooriad, uurimused, mõõtmine. Analüütiline ülevaade (pp. 120–127). Tallinna Ülikool. http://hdl.handle.net/10062/55716

Heinla, E. (2017). Loovuse toetamine hariduses. Kogumikus Raudsepp, I., Liblik. P (Toim.) Soovitusi ja näiteid loovtööde läbiviimiseks põhikoolis (pp. 4–8). SA Innove. https://oppekava.innove.ee/wp-content/uploads/sites/6/2017/08/Loovtoode_juhend_2017.pdf

Janssen, S., van Vuuren, M., & de Jong, M. D. (2014). Motives to mentor: Self-focused, protégé-focused, relationship-focused, organization-focused, and unfocused motives. Journal of Vocational Behavior, 85(3), 266-275. https://doi.org/10.1016/j.jvb.2014.08.002

Kikas, E. (2017). Loovtööde korraldamine – kuidas toetada nii õpilaste arengut kui ka heaolu? Kogumikus Raudsepp, I., Liblik, P. (Toim.) Soovitusi ja näiteid loovtööde läbiviimiseks põhikoolis (pp. 9–12). SA Innove. https://oppekava.innove.ee/wp-content/uploads/sites/6/2017/08/Loovtoode_juhend_2017.pdf

Kulderknup, E., & Raudsepp, I. (Toim.) (2011). Soovitusi ja näiteid loovtööde läbiviimiseks põhikooli III kooliastmes. Riiklik Eksami-ja Kvalifikatsioonikeskus. https://inx.lv/m61j

Lawson, M., Vosniadou, S., Van Deur, P., Wyra, M., & Jeffries, D. (2018). Teachers’ and Students’ Belief Systems About the Self-Regulation of Learning. Educational Psychology Review, 31, 223–251. https://doi.org/10.1007/s10648-018-9453-7

Liblik, P (2017). Saateks. Kogumikus Raudsepp, I., Liblik, P. (Toim.) Soovitusi ja näiteid loovtööde läbiviimiseks põhikoolis (pp. 3). SA Innove. https://inx.lv/m61p

Liu, W. C., Wang, C. J., Tan, O. S., Koh, C., & Ee, J. (2009). A self-determination approach to understanding students' motivation in project work. Learning and Individual Differences, 19(1), 139-145. https://doi.org/10.1016/j.lindif.2008.07.002

Loime, L. (2016). Loovtööde koostamisest eesti põhikoolides ja seos loodusainetega (Magistritöö, Tallinna Ülikool).

Katz, I., & Assor, A. (2007). When choice motivates and when it does not. Educational Psychology Review, 19, 429–442. https://doi.org/10.1007/s10648-006-9027-y

Kolodner, J., Camp, P., Crismond, D., Fasse, B., Gray, J., Holbrook, J. Puntambekar, S., & Ryan, M. (2003). Problem-Based Learning Meets Case-Based Reasoning in the Middle-School Science Classroom: Putting Learning by Design Into Practice. The Journal of the Learning Sciences, 12(4), 495–547. https://doi.org/10.1207/S15327809JLS1204_2

Mergendoller, J. R., Maxwell, N. L., & Bellisimo, Y. (2006). The effectiveness of problem-based instruction: A comparative study of instructional methods and student characteristics. Interdisciplinary Journal of Problem-based Learning, 1(2), 49–69. http://dx.doi.org/10.7771/1541-5015.1026

Nussbaumer A., Dahn I., Kroop S., Mikroyannidis A., & Albert D. (2015). Supporting Self-Regulated Learning. In: Kroop S., Mikroyannidis A., & Wolpers M. (eds) Responsive Open Learning Environments (pp. 17–48). Springer. https://doi.org/10.1007/978-3-319-02399-1_2

Panadero, E. (2017). A review of self-regulated learning: Six models and four directions for research. Frontiers in Psychology, 8, 422. https://doi.org/10.3389/fpsyg.2017.00422

Pedaste, M., Mäeots, M., Siiman, L., Jong, T., Riesen, S, Kamp, E., Manoli, C., Zacharia, Z., & Tsourlidaki, E. (2015). Phases of inquiry-based learning: Definitions and the inquiry cycle. Educational Research Review, 14, 47–61. https://doi.org/10.1016/j.edurev.2015.02.003

Peters, E. E. (2010). Shifting to a student-centered science classroom: An exploration of teacher and student changes in perceptions and practices. Journal of Science Teacher Education, 21(3), 329–349. http://dx.doi.org/10.1007/s10972-009-9178-z

Pintrich, P. R. (2000). The role of goal orientation in self-regulated learning. In M. Boekaerts, P.R. Pintrich & M. Zeidner (eds.) Handbook of Self-Regulation (pp. 451–502). Academic Press. https://doi.org/10.1016/B978-012109890-2/50043-3

Polman, J. L. (2004). Dialogic Activity Structures for Project-Based Learning Environments. Cognition and Instruction, 22(4), 431–466. https://doi.org/10.1207/s1532690Xci2204_3

Ramos-Ramos, P., & Nicolás, A. M. B. (2022). Teaching Dilemmas and Student Motivation in Project-based Learning in Secondary Education. Interdisciplinary Journal of Problem-Based Learning, 16(1). https://doi.org/10.14434/ijpbl.v16i1.33056

Rehepapp, M. (2015). Scientixi veebinar: Leiutamine loovtööna. Eesti teadusagentuur. https://www.youtube.com/watch?v=b3MVvdsPyTs

Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68–78. https://doi.org/10.1037/0003-066X.55.1.68

Sierens, E., Vansteenkiste, M., Goossens, L., Soenens, B., & Dochy, F. (2009). The synergistic relationship of perceived autonomy support and structure in the prediction of self-regulated learning. British Journal of Educational Psychology, 79, 57–68. https://doi.org/10.1348/000709908X304398

Slabina, P. (2017). Liikumine koostöise õppimise suunas. Kogumikus Heidmets, M. (Toim.). Õpikäsitus: teooriad, uurimused, mõõtmine. Analüütiline ülevaade. (pp. 46–63). Tallinna Ülikool. http://hdl.handle.net/10062/55716

Tartu Kunstikool (2019). Disainmõtlemise metoodika materjalid. Välja antud projekti “EntreTOY” raames. https://inx.lv/m61A

Timoštšuk, I. (2017). Liikumine õppija autonoomiat toetava õpetamismudeli suunas. Kogumikus Heidmets, M. (Toim.). Õpikäsitus: teooriad, uurimused, mõõtmine. Analüütiline ülevaade. (pp. 81–87). Tallinna Ülikool. http://hdl.handle.net/10062/55716

Tuisk, T. (2020). Enesejuhitud õppimiseks vajalike pädevuste kujunemise toetamine loovtööde juhendamise protsessis III kooliastmes. (Magistritöö, Tallinna Ülikool). https://www.e-varamu.ee/item/RHBF2GBXSSEBBXPBMMPGO3ZF4L6HBOJZ

Vansteenkiste, M., & Ryan, R. M. (2013). On psychological growth and vulnerability: basic psychological need satisfaction and need frustration as a unifying principle. Journal of Psychotherapy Integration, 23(3), 263. https://doi.org/10.1037/a0032359

Vinter, K. (2017). Traditsiooniline vs konstruktivistlik õpikäsitus. Kogumikus Heidmets, M. (Toim.). Õpikäsitus: teooriad, uurimused, mõõtmine. Analüütiline ülevaade. (pp. 8–32). Tallinna Ülikool. http://hdl.handle.net/10062/55716

Zimmerman, B. J., & Moylan, A. R. (2009). Self-regulation: Where metacognition and motivation intersect. In D. J. Hacker, J. Dunlosky & A. C. Graesser (Eds.), Handbook of Metacognition in Education (pp. 299-315). New York: Routledge