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This thesis project is encouraged by an intention to resolve an identified problem in Adyghe State University (ASU). A significant number of students refrain from continuous meaningful coursework during a semester, dedicating time to it only within the short period preceding examinations. It results into disengagement with courses and underperformance. The situation is aggravated by the university-wide imperative to decrease the dropout rate which leads to the lowering of standards for courses completion or burdening faculty with numerous retakes. To achieve the goal of creating an environment that warrants better learning outcomes the following stages of the project have been implemented:  Replacement of the end-of-semester examination with continuous assessment in 13 courses ;  Introduction of a syllabus with the outline of graded assignments at the start of a course ;  Web-facilitation of the courses with the new system of assessment by means of Learning Management System Moodle.

Self-regulated learning is a process of taking control of and evaluating one's own learning and behaviour. It can be used to describe learning guided by metacognition - thinking about one's thinking ; strategic action - planning, monitoring, and evaluating progress against a standard ; and motivation to learn (Cazan, 2012). Self-regulated learning emphasises autonomy and control by the individual who monitors, directs, and regulates actions toward information acquisition goals, expanding expertise, and self-improvement. This paper aims to analyse self-regulated learning from the perspective of fundamental learning theories. Following the defined aim, self-regulated learning will be discussed from the perspective of behaviourism, social cognitivism, sociocultural theory and experiential learning theory. The paper is primarily grounded on theoretical discussion and contributes to further empirical and academic research, primarily in pedagogy and educational psychology.

The interactions of HA acids {indole, fluorinated alcohols, phenols, and [CpW(CO)3H] (2)]} with the title hydrides [(tBuPCP)MH] [M = Ni (1a), Pd (1b)] have been studied by a combination of spectroscopic (variable-temperature IR, NMR, UV/Vis) and computational (DFT/M06, AIM) methods in THF and toluene. The formation of the dihydrogen bond (DHB) 1···HA is the first step in a process leading to proton transfer and H2 evolution. The DHBs of 1 with 2 are much weaker than those of 1 with NH or OH acids, but the former complexes are more reactive. Kinetic studies of the reactions of 4-(4?-nitrophenylazo) phenol and [CpWH(CO)3] with 1b in THF gave activation enthalpies ?H? = 9.2 ± 0.4 and 6.5 ± 1.5 kcal mol-1 and activation entropies ?S? = -30 ± 1 and -35 ± 6 cal mol-1 K-1, respectively. Calculations revealed the (?2-H2)-like TS (?E? = 9.3 kcal mol-1) for the reaction of 1b with p-nitrophenol and the [Pd(?2-H2)]+OAr- complex as a local minimum at around 5 kcal mol-1 above the DHB adduct. In the reaction of 1b with 2, both the acidic WH and hydridic NiH or PdH bonds undergo heterolytic cleavage (?E? = 7.4 kcal mol-1) to yield the unusual ?,?1:1-H2 end-on complex. The ?,?1:1-H2 molecule transforms easily into the more stable ?2-H2 side-on tautomer, which eventually gives the bimetallic product after H2 evolution.