Therefore, it can be concluded that using concept map strategy to develop learners' metacognitive skill can be considered as an influential means to stimulate self-regulation learning skills.
2. Specific behavioral feedback about targeted behavior, in order to stimulate self-regulation in line with Carver and Scheier's [ 75] behavioral self-regulation model, including current behavior compared to: (a) the public health recommendation, (b) participants' estimation, and (c) others of the same age.
Today's postgraduate training programmes increasingly incorporate educational elements specifically aimed at stimulating learners' self-regulation, such as reflection on experiences, formulating learning goals and documentation of learning in a portfolio [ 24- 26].
In addition, recent research at universities also demonstrates that the proactive feedback called feedforward (Carless et al. 2006; Boud & Molloy 2013) tends to be more useful in order to enhance students' self-regulation and stimulate the learning process.
This proactive feedback called feedforward has a high potential to enhance students' self-regulation and stimulate the learning process (Carless et al. 2006; Boud & Molloy 2013) and define authentic and significant engagement in and with feedback as a condition for the sustainability in students' learning.
The first class involves RAS driven reversible regulation of SOD3 expression that can be mediated by the following mechanisms: RAS GTPase regulatory genes that are responsible for SOD3 self-regulation; RAS-stimulated p38 MAPK activation; and RAS-activated increased expression of the mir21 microRNA, which inversely correlates with sod3 mRNA expression.
Earlier research has shown that important skills such as critical thinking, problem-solving, communication, collaboration, and self-regulation can be stimulated and developed by problem-based learning (PBL) [ 1- 4].
The way self-regulation may be facilitated and stimulated has been studied in many medical education settings [ 28- 33].
It may suggest that ischemia and hypoxia can stimulate the up-regulation of AngII, but this self-regulation is relatively limited without external intervention.
The main difference between self-regulation and co-regulation is who regulates during the learning process.
