The Role of Observation and Emulation in the Development of Athletic Self-Regulation.

By Anastasia Kitsantas, B. Zimmerman, T. Cleary. 2000

191 citations recorded by the source corpus.

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

View Paper: https://www.semanticscholar.org/paper/41a9463ff7ef91bff7f559c134a126d97bb78476

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

1. Ernesto Panadero
2. T. Cleary
3. Tamara van Gog
4. G. L. Callan
5. Allyson Fiona Hadwin
6. B. Zimmerman
7. Nikol Rummel
8. Sanna Järvelä

In Experimental and Cognitive Psychology

1. Ernesto Panadero
2. T. Cleary
3. Tamara van Gog
4. G. L. Callan
5. Nikol Rummel
6. Allyson Fiona Hadwin
7. Craig R. Hall
8. D. Ste-Marie

In Social Psychology

1. Ernesto Panadero
2. T. Cleary
3. G. L. Callan
4. B. Zimmerman
5. Allyson Fiona Hadwin
6. Mika Oshige
7. Tamara van Gog
8. Nikol Rummel

Citations in the corpus

• A Review of Self-regulated Learning: Six Models and Four Directions for Research (2017, methodology): “Zimmerman conducted work with Kitsantas and Cleary that tested the Multi-level model (Zimmerman and Kitsantas, 1997, 1999, 2002; Kitsantas et al., 2000).”
• Example-Based Learning: Integrating Cognitive and Social-Cognitive Research Perspectives (2010, methodology): “In addition, they have been successfully used for teaching metacognitive skills such as self-regulation (e.g., Kitsantas et al. 2000; Zimmerman and Kitsantas 2002) or (self-) assessment (Van Gog et al., in press).”
• Reconceptualizing the Sources of Teaching Self-Efficacy: a Critical Review of Emerging Literature (2016, unknown): “Models who openly struggle to overcome obstacles (i.e., coping models) are more likely to enhance an observer’s self-efficacy than are those who appear to make few mistakes (Kitsantas et al. 2000; Schunk and Hanson 1989).”
• Observation interventions for motor skill learning and performance: an applied model for the use of observation (2012, background): “In Kitsantas et al.’s (2000) research, a dart-throwing task was”
• The Mirror Neuron System and Observational Learning: Implications for the Effectiveness of Dynamic Visualizations (2009, unknown): “2004; Cooper & Sweller, 1987; Kitsantas, Zimmermann, & Cleary, 2000; Paas, 1992; Paas &”
• Self-Regulation, Coregulation, and Socially Shared Regulation: Exploring Perspectives of Social in Self-Regulated Learning Theory (2011, background): “Similarly, Kitsantas et al. (2000) examined the effects of modeling and feedback on the acquisition of dart-throwing techniques, self-efficacy, satisfaction with skills, interest level, and error attribution styles in 60 ninthgrade girls.”