Self-Regulation Differences during Athletic Practice by Experts, Non-Experts, and Novices

By T. Cleary, B. Zimmerman. 2001

378 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Physical Therapy, Sports Therapy and Rehabilitation, Social Psychology

View Paper: https://www.semanticscholar.org/paper/34bfc015905af6a4c25857e46d85cf345242d779

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In Developmental and Educational Psychology

In Physical Therapy, Sports Therapy and Rehabilitation

In Social Psychology

Citations in the corpus

A comparison of high and low achieving students on self-regulated learning variables (2016, neutral): “…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).”
Investigating Self-Regulation and Motivation: Historical Background, Methodological Developments, and Future Prospects (2008, methodology): “To investigate this and other issues as an event during online efforts to learn, my colleagues and I developed a microanalytic methodology for assessing SRL in three sequential phases (Cleary & Zimmerman, 2001; Kitsantas & Zimmerman, 2002).”
Measuring self-regulation in a learning context: Reliability and validity of the Self-Regulation of Learning Self-Report Scale (SRL-SRS) (2012, background): “As these subscales also are supposed to represent the three phases in the self-regulated learning process (e.g, Cleary & Zimmerman, 2001; Ertmer & Newby, 1996; Zimmerman, 2006, 2008), the results support the construct validity of the model.”
Self-Regulation Empowerment Program: A School-Based Program to Enhance Self-Regulated and Self-Motivated Cycles of Student Learning. (2004, methodology): “The importance of self-regulation also has been recognized in several domains including health (Creer, 2000), academics (Paris & Paris, 2001; Schunk & Ertmer, 2000), and athletics (Cleary & Zimmerman, 2001).”
Becoming a Self-Regulated Learner: An Overview (2002, background): “Other studies have revealed that experts display significantly higher levels of self-regulatory processes during practice efforts than novices (Cleary & Zimmerman, 2000).”
Developing Self-Regulated Learners: Goal Setting, Self-Evaluation, and Organizational Signals During Acquisition of Procedural Skills (2004, background): “…often studied in research on self-regulated learning, involves having students compare their performance against a standard or norm and adjust their learning activities depending on their informed perceptions of the quality of their work (Clearly & Zimmerman, 2001; Kitsantas & Zimmerman, 1998).”
Expertise-Based Intuition and Decision Making in Organizations (2010, background): “First, experts have high levels of self-efficacy, which leads to setting higher goals and increased levels of commitment to those goals (Cleary & Zimmerman, 2001).”
The development and validation of the Self-Regulation Strategy Inventory—Self-Report (2006, methodology): “It should be noted that the task interest (i.e., TII) and perceived instrumentality measures (i.e., PII) used in this study were developed from social cognitive theory and previous assessment tools (Cleary & Zimmerman, 2001; Kitsantas, 2002).”
Effects of a Value-Reappraisal Intervention on Statistics Students’ Motivation and Performance (2010, neutral): “…beliefs for success and achievement through the use of self-regulatory strategies (Bandura, 1997; Bandura & Cervone, 1983; Bandura & Schunk, 1981; Cleary & Zimmerman, 2001; DeCorte, Verschaffel, & Masui, 2004; Fuchs et al., 2003; Glaser & Brunstein, 2007; Kitsantas, Reiser, & Doster, 2004;…”
Using Reading Times and Eye-Movements to Measure Cognitive Engagement (2015, background): “Cleary and Zimmerman (2001) defined motivation as an intention while engagement is an action, or as they put it, motivation is the “will” to learn and engagement is the “skill” of actually performing the tasks involved in learning (p. 240).”
Applying self-regulated learning microanalysis to study musicians’ practice (2019, background): “The differential and construct validity of microanalytic protocols has been established through research in science education (DiBenedetto & Zimmerman, 2010) and novice, nonexpert, and expert athletes (Cleary & Zimmerman, 2001; Kitsantas & Zimmerman, 2002).”
Examining self-efficacy during learning: variability and relations to behavior, performance, and learning (2015, methodology): “With a handful of exceptions (Cleary and Zimmerman 2001; McQuiggan et al. 2008), it is uncommon for researchers to collect sufficient data points that variation in these constructs can be analyzed (i.”