Self-Regulation Interventions with a Focus on Learning Strategies

By C. Weinstein, Jenefer Husman, D. Dierking. 2000

582 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/2513b7bcd4fb5052d2d284b60cefe4ac33eb7ca2

How researchers see this paper

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

In Cognitive Neuroscience

1. B. Zimmerman
2. Hilde Van Keer
3. Ivar Bråten
4. Yves Rosseel
5. N. Schmitt
6. T. Cleary
7. G. L. Callan
8. R. Sperling

In Developmental and Educational Psychology

1. Ivar Bråten
2. Helge I. Strømsø
3. T. Cleary
4. B. Zimmerman
5. G. L. Callan
6. Ernesto Panadero
7. Peter Platten
8. Amy Nelson

Citations in the corpus

• Cognitive activities in complex science text and diagrams (2010, background): “Strategy use was divided into productive strategies and low-level strategies based on the distinction in the literature between knowledge-transforming and surface-level processes (Pintrich, 2000; Weinstein et al., 2000).”
• Motivation and students’ use of learning strategies: Evidence of unidirectional effects in mathematics classrooms (2011, background): “These can be considered three of the most adaptive learning strategies (Pintrich, 1988; Weinstein et al., 2000), this suggests that, as a group, students became less self-regulated learners during the term.”