Development and Adaptation of Expertise: The Role of Self-Regulatory Processes and Beliefs.

By B. Zimmerman. 2006

403 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/29f38b34a9732641a2fece1a1ca5c34583949ea3

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In Developmental and Educational Psychology

In Experimental and Cognitive Psychology

In Social Psychology

Citations in the corpus

Expertise-Based Intuition and Decision Making in Organizations (2010, background): “Four issues related to motivation have been identified as particularly relevant to the dev elopment of expertise: self-efficacy beliefs, goal orientations, motivation rooted in drive for success not fear of failure, and intrinsic motivation of the domain (Zimmerman, 2006).”
An expert performance approach to the study of individual differences in self-regulated learning activities in upper-level college students (2012, methodology): “Fromanexpert performance approach and according to recent SRL proponents (Alexander, 2004; Zimmerman, 2001, 2006, 2008; see also Willingham, 2004), these students have made active decisions to embark on the road to acquiring expertise in the biological sciences.”
The Influence of Self-Perception of Abilities and Attribution Styles on Academic Choices: Implications for Gifted Education (2010, background): “According to a social cognitive view of self-regulation, expertise develops from both external support and selfdirected practice sessions (Zimmerman, 2006).”
Measuring Cognitive and Metacognitive Regulatory Processes During Hypermedia Learning: Issues and Challenges (2010, methodology): “The adaptive adjustments, based on continuous metacognitive monitoring and control related to the standards for the particular learning task, facilitate decisions regarding when, how, and what to regulate (Winne, 2001, 2005; Winne & Hadwin, 2008; Zimmerman, 2006).”
Biological maturation, relative age and self‐regulation in male professional academy soccer players: A test of the underdog hypothesis (2018, background): “Individuals who self-regulate also approach tasks with a high level of effort and possess increased levels of self-efficacy in general task situations (Zimmerman, 2006).”
Evaluation of a classroom based training to improve self-regulation in time management tasks during homework activities with fourth graders (2008, methodology): “The training we executed was a slightly modified version of a classroom training developed by Zimmerman et al. (1996) based on the social cognitive approach (Bandura 1977, 1986; Zimmerman 1989, 2000a, 2006).”
Reflecting on ESL teacher expertise: A case study (2013, background): “T3 and the other two ESL teachers exhibited such selfawareness as that involves characteristics as reflexive self-observation, self-monitoring, and even self-control especially when it came to reflecting on their emotional states throughout the period of reflection (Zimmerman, 2006).”
A Theoretical Review of Winne and Hadwin’s Model of Self-Regulated Learning: New Perspectives and Directions (2007, background): “A developmental trajectory might also give us some clues as to whether there are intractable differences between novices and experts in SRL, or whether it is a skill in which most people can attain proficiency (Zimmerman, 2006).”
Behavioral and cognitive factors in entrepreneurship: entrepreneurs as the active element in new venture creation (2007, background): “…are consistent with an extensive body of basic research suggesting that self-regulatory and metacognitive skills are helpful to individuals in many contexts—and especially in adjusting to the kind of complex and rapidly changing environments entrepreneurs frequently face (e.g., Zimmerman, 2006).”
Teacher learning in the context of a continuing professional development programme: A case study (2015, positive): “These summaries were interpreted in terms of problematic aspects of learning and the regulation activities as described in the introduction (Bakkenes et al., 2010; Endedijk et al., 2012; Zimmerman, 2006).”
Why are some texts good and others not? Relationship between text quality and management of the writing processes (2011, background): “According to these authors, deliberate practice is essential if writers are to achieve skilled writing (see also Zimmerman, 2006).”
Theoretical, conceptual, methodological, and instructional issues in research on metacognition and self-regulated learning: A discussion (2009, methodology): “decisions regarding when, how, and what to regulate (Winne 2001, 2005; Zimmerman 2006).”
Teachers’ professional development: a theoretical review (2012, background): “Using metacognitive strategies means that learners can plan, lead, regulate and control their own learning (Boekaerts, Pintrich, and Zeidner 2000; Flavell 1976; Zimmerman 2001, 2006).”
Entrepreneurs' dispositional positive affect: The potential benefits – and potential costs – of being “up” (2012, background): “On the other hand, growing evidence suggests that high levels of positive affect often interfere with important aspects of selfregulation (Zimmerman, 2006).”
How entrepreneurs acquire the capacity to excel: insights from research on expert performance (2010, background): “Indeed, research fi ndings indicate that even highly accomplished performers in many fi elds cannot engage in it for more a few hours each day (e.g., Zimmerman, 2006).”
When does entrepreneurial self-efficacy enhance versus reduce firm performance? (2008, background): “Such mechanisms typically involve self-generated thoughts, feelings, and actions that are strategically planned and adapted to the attainment of personal goals (Zimmerman, 2006).”