Student Motivation and Self-Regulated Learning in the College Classroom

By P. Pintrich, Akane Zusho. 2002

578 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/3e41257a9c89aae85eb80bbe59cb815c4471e0cc

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In Developmental and Educational Psychology

In Education

Citations in the corpus

THE CONDITIONAL AND INTERACTION EFFECTS OF EPISTEMOLOGICAL BELIEFS ON THE SELF-REGULATED LEARNING OF COLLEGE STUDENTS: Cognitive and Behavioral Strategies (2005, background): “The psychometric validity and reliability of the MSLQ have been well established previously through multiple administrations in small and large classes, in a wide variety of subject areas, and at different types of institutions (Paulsen and Feldman, 1999a, 1999b; Paulsen and Gentry, 1995; Pintrich, ”
Help seeking, self-efficacy, and writing performance among college students (2011, unknown): “…with high self-efficacy tend to manifest high helpseeking behavior, whereas students with low self-efficacy are, under similar circumstances, more reluctant to seek help (Linnenbrink & Pintrich, 2003; Nelson & Ketelhut, 2008; Paulsen & Feldman, 2005; Pintrich & Zusho, 2007; Tan et al., 2008).”
Developing sustainable feedback practices (2011, background): “Self‐regulation is defined as ‘an active, constructive process whereby learners set goals for their learning and then attempt to monitor, regulate, and control their cognition’ (Pintrich and Zusho 2002 , 250).”
Sense of Belonging and Self-Regulated Learning: Testing Achievement Goals as Mediators (2018, background): “…1999; Battistich et al., 1995) and the well-established positive connection between mastery goals and college students’ self-regulated learning (Pintrich & Zusho, 2007), we hypothesized that mastery goals would mediate the relationships between both aspects of sense of belonging and their use…”
How True Is Grit? Assessing Its Relations to High School and College Students’ Personality Characteristics, Self-Regulation, Engagement, and Achievement (2017, background): “In support of this view, Pintrich and Zusho (2007) discussed the importance of persistence for college students, and maintaining their self-regulatory strategies and interests when encountering increasingly difficult courses and assignments in particular courses (see also Zusho & Edwards, 2011).”
Investigating grit and its relations with college students’ self-regulated learning and academic achievement (2015, background): “In general, students who perceive the materials or skills they are learning as useful, interesting, important or enjoyable are more likely to engage the regulatory strategies necessary for SRL and evidence higher academic achievement (Pintrich and Zusho 2007; Wigfield and Cambria 2010).”
How approaches to teaching are affected by discipline and teaching context (2006, background): “The construct of self-efficacy is not considered as a global personality trait, but includes instead persons’ ‘judgements about their ability to accomplish certain goals or tasks by their actions in a specific situation’ (Pintrich & McKeachie, 2000, p. 36).”
The reflective diary as a method for the formative assessment of self-regulated learning (2018, background): “Simply put, SRL involves taking control of one’s own learning by assessing the demands of a task, setting goals for learning, selecting suitable resources, selecting suitable learning methods, and evaluating progress (Pintrich and Zusho 2007).”
College Students’ Time Management: a Self-Regulated Learning Perspective (2020, background): “A second major process within forethought is students’ goal setting and strategic planning of how they are going to go about completing a task (Pintrich and Zusho 2007; Winne and Hadwin 1998; Zimmerman 2000).”
Online formative assessment in higher education: A review of the literature (2011, background): “…refers to " an active constructive process whereby learners set goals for their learning and monitor, regulate and control their cognition, motivation, and behavior, guided by their goals and the contextual features of the environment " (Pintrich & Zusho, 2002, in Nicol & Macfarlane, 2006, p. 202).”
Peer and self assessment in massive online classes (2013, background): “Similarly, self assessment helps students reﬂect on gaps in their understanding, making them more resourceful, conﬁdent, and higher achievers [Zimmerman and Schunk 2001; Pintrich 1995; Pintrich and Zusho 2007] and provides learning gains not seen with external evaluation [Dow et al. 2012].”