A meta-analysis of self-regulated learning in work-related training and educational attainment: what we know and where we need to go.

By Traci Sitzmann, Katherine Ely. Psychological bulletin, 2011

849 citations recorded by the source corpus.

Subfields: Communication, Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/0e073f29cecabc8bc88edb61e4f3ffb06bc07378

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Citations in the corpus

Using formative assessment to influence self- and co-regulated learning: the role of evaluative judgement (2018, background): “As argued by Sitzmann and Ely (2011) in their metaanalysis of higher education students and workers: “…most of the self-regulatory processes exhibited positive relationships with learning, goal level, persistence, effort, and self-efficacy having the strongest effects” (p. 438).”
“I Put in Effort, Therefore I Am Passionate”: Investigating the Path from Effort to Passion in Entrepreneurship (2014, methodology): “One could argue that the manipulation of effort could focus on time only, and several studies have used time as a measure of effort (Sitzmann & Ely, 2011).”
ACADEMIC BUOYANCY (2018, background): “In educational domains, self-regulation refers to the purposeful individual control of motivation, thoughts, emotional states, and patterns of behavior in ways needed for successful achievement (Schunk & Zimmerman, 2012; Sitzmann & Ely, 2011).”
Training Engagement Theory: A Multilevel Perspective on the Effectiveness of Work-Related Training (2018, background): “Self-regulated learning is a cyclical process by which employees establish goals, receive internally or externally generated feedback, and subsequently modify their regulatory strategies or abandon their training goals (Kanfer & Ackerman, 1989; Sitzmann & Ely, 2011).”
Teachers’ Professional Competences in Self-Regulated Learning: An Approach to Integrate Teachers’ Competences as Self-Regulated Learners and as Agents of Self-Regulated Learning in a Holistic Manner (2020, background): “The importance of competences in self-regulated learning (SRL) for academic achievement, thriving in life, and lifelong learning have been highlighted by researchers (Sitzmann and Ely, 2011; Donker et al., 2014; Dent and Koenka, 2016).”
How do students self-regulate? Review of Zimmerman"s cyclical model of self-regulated learning (2014, background): “Introduction The use of adequate self-regulatory learning strategies is fundamental for students to have academic success in primary (Dignath, Büttner, & Langfeldt, 2008), secondary (Dignath & Büttner, 2008) and higher education (Sitzmann & Ely, 2011).”
Sub-dimensions of the four factor model of cultural intelligence : expanding the conceptualization and measurement of cultural intelligence (2012, background): “Awareness includes being cognizant of your own cultural habits and how you use your cultural knowledge when interacting with those from different cultural backgrounds (e.g., Haller, Child, & Walberg, 1988; Sitzmann, Bell, Kraiger, & Kanar, 2009; Sitzmann & Ely, 2011).”
The Future of Student Self-Assessment: a Review of Known Unknowns and Potential Directions (2016, background): “The emancipatory interest might well be a function of students’ increase in self-regulation throughout their school career (Paris & Newman, 1990) and as such be more readily applicable to vocational and/or higher education settings (Sitzmann & Ely, 2011).”