Self-Regulation Empowerment Program: A School-Based Program to Enhance Self-Regulated and Self-Motivated Cycles of Student Learning.

By T. Cleary, B. Zimmerman. 2004

708 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/027a9c9acfc8aa8e8e298f7115677892f62a16f4

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. T. Cleary
2. B. Zimmerman
3. Ernesto Panadero
4. Anastasia Kitsantas
5. G. L. Callan
6. Peter Platten
7. Allyson Fiona Hadwin
8. Amy Nelson

In Social Psychology

1. T. Cleary
2. B. Zimmerman
3. Anastasia Kitsantas
4. G. L. Callan
5. Peter Platten
6. Allyson Fiona Hadwin
7. Amy Nelson
8. Mika Oshige

Citations in the corpus

• Self-regulated learning: a literature review. [Wider Benefits of Learning Research Report No. 33] (2009, background): “SelfRegulation Empowerment Programme (SREP) US-based training programme for middle school students that seeks to cultivate positive self-motivational beliefs, increase knowledge base of learning strategies, and help them to apply strategies to academic tasks (Cleary and Zimmerman, 2004).”
• The Metacognitive Demands and Opportunities of Generative AI (2023, background): “Reflective essay [76] Users describe their thought processes after task completion.”
• The development and validation of the Self-Regulation Strategy Inventory—Self-Report (2006, background): “…approaches, which are grounded in behavioral and social-cognitive theory, seek to assess behavior not only within a particular domain of functioning (e.g., academics) but also across specific tasks within that domain (e.g., studying for science exams) (Bandura, 1997; Cleary & Zimmerman, 2004).”
• Assessing How Teachers Enhance Self-Regulated Learning: A Multiperspective Approach (2013, positive): “Empirical studies have revealed the importance of explicit training of strategies in addition to teachers acting as a model by using these strategies (e.g., Brown, Campione, & Day, 1981; Schraw, 1998; Zimmerman & Cleary, 2004).”
• Self-Regulation, Coregulation, and Socially Shared Regulation: Exploring Perspectives of Social in Self-Regulated Learning Theory (2011, methodology): “Studies appear to support the social cognitive model’s claim that selfregulatory skills originate in others and are influenced by the context in which learning occurs (e.g., Cleary & Zimmerman, 2004; Kitsantas, Zimmerman, & Cleary, 2000).”
• Effectiveness of the Self-Regulation Empowerment Program With Urban High School Students (2008, methodology): “…them to use evidence-based 75Volume 20 ✤ Number 1 ✤ Fall 2008 Cleary, Platten, & nelson learning tactics during specific academic tasks, such as studying for tests or writing a research paper, within the context of the three-phase dynamic feedback loop of self-regulation (Cleary & Zimmerman, 2004).”
• Challenges for the Theory and Practice of Business Coaching (2016, background): “…use a theory or concept to guide their research including: psychotherapy (Wasylyshyn, Gronsky, & Hass, 2006), cognitive behaviour therapy (Cleary & Zimmerman, 2004), approaches designed to improve self-efficacy (Baron & Morin, 2010; Evers, Brouwers, & Tomic, 2006), mindfulness (Spence,…”
• Enhancing self-regulation and approaches to learning in first-year college students: a narrative-based programme assessed in the Iberian Peninsula (2010, background): “Cleary and Zimmerman (2004), for instance, proposed the Self-Regulation Empowerment Program (SREP), a training programme combining a 412 P.”