Self-Regulating Intellectual Processes and Outcomes: A Social Cognitive Perspective

By B. Zimmerman, D. Schunk. 2004

192 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/3806a66ac717d45eed850b37e20d24fea1871266

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In Developmental and Educational Psychology

Citations in the corpus

The relationship between the big-five model of personality and self-regulated learning strategies. (2007, background): “Research conducted by Zimmerman and colleagues (Zimmerman, 1995; Zimmerman & Schunk, 2001, 2004) has found that self-regulating learners set proximal, attainable goals; are learning- rather than achievement-oriented; have an understanding that different learning tasks require different strategies…”
Students as the Definitive Source of Formative Assessment: Academic Self-Assessment and the Self-Regulation of Learning (2010, background): “…and cultural values, peer pressure, teacher expectations), and physical conditions (e.g., noisy or quiet, online or face to face), each of which reciprocally influences the others (Boekaerts, Pintrich, & Zeidner, 2000; Butler & Cartier, 2004; Pintrich, 2000; Winne, 2001; Zimmerman & Schunk, 2004).”
Promoting Learning and Achievement Through Self-Assessment (2009, background): “The primary purposes of engaging students in careful self-assessment are to boost learning and achievement, and to promote academic selfregulation, or the tendency to monitor and manage one’s own learning (Pintrich, 2000; Zimmerman & Schunk, 2004).”
Academic Motivation And Self-Regulated Learning In Predicting Academic Achievement in College (2015, background): “The structure and function of self-regulatory process consists of the performance phase, self-reflection phase and forethought phase (Zimmerman, 2002; Zimmerman & Kitsantas, 2005; Zimmerman & Schunk, 2004; DiBenedetto & Zimmerman, 2013).”
Toward a Conceptual Model of Mentoring Research: Integration with Self-Regulated Learning (2013, unknown): “Social cognitive theory predicts that self-regulated learning often develops beginning with social (external) sources and shifting to self (internal) sources over four levels (Schunk and Zimmerman 1997; Zimmerman 2000; Zimmerman and Schunk 2004).”
The Big-Fish-Little-Pond Effect: What Do We Know and Where Do We Go from Here? (2008, background): “This means that comparison standards will developmentally become more autonomous (Zimmerman and Schunk 2004), more “criterion-based” (i.”
Exploratory Orientation as an Educational Goal (2006, background): “Traditional differences between these domains may be glimpsed in a comment by Zimmerman and Schunk (2004), who argued that self-regulation is more comprehensive than “information processing and metacognitive theories that view intellectual functioning in terms of acquiring and applying systems of…”