Influencing Children's Self-Efficacy and Self-Regulation of Reading and Writing Through Modeling
By D. Schunk, B. Zimmerman. 2007
888 citations recorded by the source corpus.
Subfields: Developmental and Educational Psychology, Education
View Paper: https://www.semanticscholar.org/paper/39994848b2e9985d3a589d64d81a2ad67ac73150
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Developmental and Educational Psychology
- Patricia A. Alexander
- The Disciplined Reading and Learning Research Labo
- Alexander Renkl
- I. Clark
- B. Fraser
- Jill M. Aldridge
- Sunitadevi Velayutham
- Darshanand Ramdass
In Education
- Jill M. Aldridge
- B. Fraser
- Patricia A. Alexander
- Sunitadevi Velayutham
- The Disciplined Reading and Learning Research Labo
- I. Clark
- Alexander Renkl
- P. Parker
Citations in the corpus
- Undergraduate Engineering Students’ Beliefs, Coping Strategies, and Academic Performance: An Evaluation of Theoretical Models (2012, background): “In addition to the predictive relations found among test anxiety, personal control, self-efficacy, mastery goals, and achievement, self-efficacy has also been found to predict self-regulation (Schunk & Zimmerman, 2007 ).”
- Effects of Self-Correction Strategy Training on Middle School Students' Self-Efficacy, Self-Evaluation, and Mathematics Division Learning (2008, background): “Finally, in the self-reflection phase, learners react to their efforts by self-evaluating their progress and adjusting strategies as necessary for subsequent cycles of learning (Schunk & Zimmerman, 2007; Zimmerman, 2001).”
- Seeing is Believing: The Benefits of Peer Observation (2012, neutral): “In research on children’s learning, modeling is more effective for observers when the model being observed is similar to themselves (e.g., in age, gender, background and/or interests) (Horner, Bhattacharyya & O’Connor 2008; Schunk & Zimmerman 2007).”
- Toward an Instructionally Oriented Theory of Example-Based Learning (2014, background): “Phases of skill acquisition Schunk and Zimmerman ( 1997 , 2007 ) have formulated a social - cognitive model of the self - regulation development in academic areas ( e . g .”
- Development and Validation of an Instrument to Measure Students’ Motivation and Self‐Regulation in Science Learning (2011, background): “Furthermore, even when students lack self-efficacy, they are likely to initiate and sustain their efforts if they value the learning activity (Schunk & Zimmerman, 2007).”
- How Reading Motivation and Engagement Enable Reading Achievement: Policy Implications (2020, background): “One long-standing practice, based on goal-setting in self-efficacy development (Schunk & Zimmerman, 2007), has been for teachers to help students set reachable—but increasingly challenging— goals for their reading, such as how many new concepts they will learn through reading in a given week…”
- The Relation of Classroom Environment and School Belonging to Academic Self-Efficacy among Urban Fourth- and Fifth-Grade Students (2009, background): “…to formulate their selfefficacy, including performance (success or failure), modeled behaviors from teachers and peers (providing encouraging feedback, observing students being successful), persuasion (“You can do it”), and physiological reactions (e.g., heart rate) (Schunk & Zimmerman, 2007).”
- Reading Into the Future: Competence for the 21st Century (2012, background): “As with metacognition, self-regulation has a long history within education and has been shown to relate to academic success (Zimmerman & Schunk, 2001, 2011), including success in reading (Schunk & Zimmerman, 2007; L. E. Smith, Borkowski, & Whitman, 2008).”