THE ROLE OF GOAL-ORIENTATION IN SELF-REGULATED LEARNING

2001

190 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/25b4ead98721e1b63c1ccf5ea58a248a08646fdb

Citations in the corpus

• Toward Teachers' Adaptive Metacognition (2005, background): “For instance, in our own study with variable control problems, we used metacognitive strategies to help people monitor their application of experimental designs that yield confound-free findings about insect habitats.”
• Academic Emotional Learning: A Critical Component of Self-Regulated Learning in the Emotional Learning Cycle (2019, background): “Zimmerman (1989, 2000, 2008); Pintrich (2004); Boekaerts (1997); Winne & Hadwin (1998); Efklides (2011); Azevedo (2015) and Harley,”
• 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).”
• A motivated action theory account of goal orientation. (2005, background): “…perspective (Barron & Harackiewicz, 2001; Harackiewicz, Barron, Tauer, Carter, & Elliot, 2000; see also Archer, 1994; Hofmann & Strickland, 1995; Pintrich, 2000a), goal configurations (Schraw, Horn, Thorndike-Christ, & Bruning, 1995), goal orientation patterns (Somuncuoglu & Yildirim, 1999),…”
• The influence of achievement goals and social goals on help-seeking from peers in an academic context (2011, background): “Keywords: Achievement goals; Social goals; Help-seeking; Perceived benefit; Perceived costs”
• The relationship between the big-five model of personality and self-regulated learning strategies. (2007, methodology): “In the conceptual framework formulated by Pintrich (2000), the self-regulation process consists of four phases, namely forethought; panning and activation; monitoring; control; and reaction and reflection.”
• Interacting with limited mobility resources: Psychological range levels in electric vehicle use (2013, background): “Furthermore, users differ in their achievement motivation or goal orientation (Pintrich, 2000).”
• Revision of achievement goal theory: Necessary and illuminating. (2002, background): “…studies that report positive performanceapproach goal effects in line with the multiple goal perspective in middle school and high school contexts (Bouffard, Vezeau, & Bordeleau, 1998; Lopez, 1999; Pintrich, 2000b; Skaalvik, 1997; Tanaka & Yamauchi, 2001; Wentzel, 1993; Wolters et al., 1996).”
• Classroom Applications of Research on Self-Regulated Learning (2001, background): “Goals that guide plans and behavior, volition to enact them, and feelings of self-efficacy that follow task completion are also accepted as motivational accompaniments of SRL (Pintrich, 2000; Schunk & Ertmer, 2000).”