Handbook of Self-Regulation of Learning and Performance

By B. Zimmerman, D. Schunk. 2011

1,601 citations recorded by the source corpus.

Research on how individuals regulate their behavior has burgeoned in the fi elds of educational and developmental psychology, and we now have a better understanding of effective ways that children have to regulate behavior, as well as challenges that many children face in doing so (Boekaerts, Pintrich, & Zeidner, 2000). Researchers have shown that children who are able to regulate their behavior in school tend to achieve better, and have other positive developmental outcomes (Zimmerman & Cleary, 2009). Given the links of self-regulation and achievement, it is essential to understand the development of self-regulatory processes, and how some children learn to regulate their behavior effectively, while others have challenges in doing so. In their social cognitive models of self-regulation Pintrich and Zusho (2002), Schunk and Ertmer (2000), and Zimmerman (2000) discuss separate phases of self-regulation. The fi rst phase is forethought and planning , where the individual plans his or her course of action and various motivational beliefs, values, and goals are activated. Next is performance monitoring in the learning situation; this phase also involves monitoring of both performance and motivation, and attempts to control these things. For instance, by monitoring their performance students can decide when they may need to change the strategies they are using. Some researchers separate this phase into two phases, monitoring and control (Pintrich & Zusho, 2002). The third phase is refl ections on performance, which occur after the learning activities are completed. During refl ection the student attempts to understand why different outcomes occurred, manage his or her emotions with respect to the achievement outcomes, and otherwise engage in self-evaluation

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/22ebb751ec8896eea9aeccd4d4bd8e2cbefc6733

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Handbook of motivation at school (2009, background): “Self-efficacy has also been linked with a mastery goal (i.e., desire to learn) orientation (Zimmerman, 2011), task value and interest (McPherson & Renwick, 2011), and positive outcome expectations (Bandura, 1986).”
A comparison of high and low achieving students on self-regulated learning variables (2016, background): “…in reading comprehension (Bouffard-Bouchard, 1994), writing (Graham, Harris, & Olinghouse, 2007), and problem solving (McCormick, 2003), and obtain higher levels of achievement (Cleary & Zimmerman, 2001; Dembo & Seli, 2012; Tobias & Everson, 2009; Zimmerman, 1990; Zimmerman & Schunk, 2011).”
Reflections on the field of metacognition: issues, challenges, and opportunities (2020, background): “…Roger Azevedo roger.azevedo@ucf.edu 1 Department of Learning Sciences & Educational Research, University of Central Florida, 4000 Central Florida Blvd., Orlando, FL 32816, USA (2020) 15:91–98 Published online: 3 June 2020 Panadero 2017; Schunk and Greene 2018).”
Enhancing attention and memory during video-recorded lectures. (2015, background): “Thus online education depends critically on self-regulated learning, a form of learning in which the learner is primarily responsible for initiating, managing, and sustaining the learning process (Zimmerman & Schunk, 2011).”
What multimodal data can tell us about the students’ regulation of their learning process? (2019, background): ““Making visible” means that even though SRL is a psychological phenomenon (Winne, 2017), it has physiological indicators such as stress, excitement, enthusiasm, or emotional dynamics in groups (Mønster, Håkonsson, Eskildsen, & Wallot, 2016).”
Editorial: Classroom assessment as the co-regulation of learning (2019, background): “Selfregulated learning (SRL) processes are those by which learners set goals and then plan, execute, and adjust their learning (Zimmerman and Schunk, 2011).”
Metacognition in Psychology (2019, background): “Accordingly, a learner is considered self-regulated to the extent that she is metacognitively, motivationally, and behaviorally engaged in her own learning process (Zimmerman & Schunk, 2011, p. 4).”
Defining and Measuring Engagement and Learning in Science: Conceptual, Theoretical, Methodological, and Analytical Issues (2015, background): “…(a) How is engagement the same as or different from other leading theoretical frameworks, models, and theories of self-regulation (e.g., Pintrich, 2000; Winne & Hadwin, 2008; Zimmerman & Schunk, 2011) and contemporary frameworks of socially shared regulation (Hadwin, J€arvel€a, & Miller, 2011)?”
Same Same, but Different? Relations between Facets of Conscientiousness and Grit (2018, background): “In summary, global grit has been found to predict a variety of academic and vocational outcomes over and above domain-specific skills or intelligence (Duckworth, Peterson, Matthews, & Kelly, 2007; Duckworth & Seligman, 2006; Fleckenstein, Schmidt, & Möller, 2014; Zimmermann & Schunk, 2011).”