Inner speech in the learning context and the prediction of students’ learning strategy and academic performance

Shuangshuang LeeSchool of Education, Huazhong University of Science and Technology, Wuhan, China; View further author information

Tengfei WangDepartment of Psychology, Zhejiang University, Hangzhou, ChinaView further author information

Xuezhu RenSchool of Education, Huazhong University of Science and Technology, Wuhan, China; Correspondence[email protected]

http://orcid.org/0000-0002-3703-3194 View further author information

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Detlef Urhahne. (2020) Learning approaches. Educational Psychology 40:5, pages 533-534.
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Jue Yu, Hoisoo Kim, Xiaoli Zheng, Zihan Li & Xiangxiang Zhu. (2024) Effects of scaffolding and inner speech on learning motivation, flexible thinking and academic achievement in the technology-enhanced learning environment. Learning and Motivation 86, pages 101982.
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Pauline Allix, Amélie Lubin, Céline Lanoë, Arnaud Mortier & Sandrine Rossi. (2024) Impact of the Metacognitive Educational Program Cogni'Scol on the Academic Success of Middle School Students. Mind, Brain, and Education.
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Benjamin B. Uhrich, Sandra L. Rogelberg, Steven G. Rogelberg, John E. Kello, Eleanor B. Williams, Shahar S. Gur, Leann E. Caudill & Miles Moffit. (2023) The Power of the Inner Voice: Examining Self-Talk’s Relationship with Academic Outcomes. American Journal of Education 130:1, pages 31-60.
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Inner speech in the learning context and the prediction of students’ learning strategy and academic performance

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Inner speech in the learning context and the prediction of students’ learning strategy and academic performance

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