Self-Regulated Learning: Finding a Balance between Learning Goals and Ego-Protective Goals

By M. Boekaerts, Markku Niemivirta. 2000

534 citations recorded by the source corpus.

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

View Paper: https://www.semanticscholar.org/paper/2faadfbd32c484f36ad4d82f80a98010b001d2cd

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In Cognitive Neuroscience

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In Experimental and Cognitive Psychology

Citations in the corpus

Using multiple, contextualized data sources to measure learners’ perceptions of their self-regulated learning (2015, background): “…(Boekaerts and Corno 2005; Winne 1997, 2001; Winne and Hadwin 1998; Zeidner et al. 2000; Zimmerman 1986, 1989), and several theoretical models of SRL have been proposed (e.g., Boekaerts 1996, 2006; Boekaerts and Niemivirta 2000; Pintrich 2004; Winne and Hadwin 1998, 2008; Zimmerman 1989, 2000).”
Academic Self‐concept, Implicit Theories of Ability, and Self‐regulation Strategies (2005, background): “These students have little concern for failure, are task-focused, have a high expectancy for success, and know that they have what it takes to succeed (Boekaerts & Niemivirta, 2000; Haugen, Ommundsen, & Lund, 2004; Skinner, 1995).”
A degree of independence: teachers' approaches to instrumental tuition in a university college (2005, background): “(Boekaerts & Niemivirta, 2000: 417) The second influence is the history of instrumental teaching itself.”
A Conceptual Framework for Assessing Motivation and Self-Regulated Learning in College Students (2004, unknown): “In addition, there are strategies students can use to try to control their emotions that might differ from those that they use to control their efficacy or value (Boekaerts, 1993; Boekaerts and Niemivirta, 2000; Corno, 1993; Kuhl, 1984; Wolters, 1998).”
How do students self-regulate? Review of Zimmerman"s cyclical model of self-regulated learning (2014, background): “The students establish their goals and then self-regulate to achieve them but, unfortunately, these goals are not always orientated toward learning (Boekaerts & Niemivirta, 2000).”
Interest, enjoyment and pride after failure experiences? Predictors of students’ state-emotions after success and failure during learning in mathematics (2011, result): “…this does not constitute a direct test of causality, but the findings of the current study are in line with other findings pointing to an influence of trait-like motivational variables on students’ appraisals in academic settings (cf. Boekaerts & Niemivirta, 2000; Tuominen-Soini et al., 2008).”