Reflections on Theories of Self-Regulated Learning and Academic Achievement

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The Relation Between Self-Regulated Learning and Academic Achievement Across Childhood and Adolescence: A Meta-Analysis (2015, unknown): “Common Features Theoretical perspectives and research domains distinguish models of selfregulated learning as they do its many definitions (Puutstinen and Pulkkinen 2001; Zimmerman and Schunk 2001).”
Online self-assessment and peer-assessment as a tool to enhance student-teachers’ assessment skills (2018, background): “It reveals knowledge gaps, expands learner’s resources and produces more self-confident learners with higher achievements (Pintrich 1995; Zimmerman and Schunk 2001; Pintrich and Zusho 2007).”
Reading Into the Future: Competence for the 21st Century (2012, methodology): “As with metacognition, self-regulation has a long history within education and has been shown to relate to academic success (Zimmerman & Schunk, 2001, 2011), including success in reading (Schunk & Zimmerman, 2007; L. E. Smith, Borkowski, & Whitman, 2008).”
Peer and self assessment in massive online classes (2013, background): “Similarly, self assessment helps students reflect on gaps in their understanding, making them more resourceful, confident, and higher achievers [Zimmerman and Schunk 2001; Pintrich 1995; Pintrich and Zusho 2007] and provides learning gains not seen with external evaluation [Dow et al. 2012].”