The Psychology of Problem Solving: Motivating Self-Regulated Problem Solvers

By B. Zimmerman, M. Campillo. 2003

203 citations recorded by the source corpus.

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

View Paper: https://www.semanticscholar.org/paper/4a0b4c42fe7403e6f7848363a039f78eece69d85

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In Developmental and Educational Psychology

In Experimental and Cognitive Psychology

In Social Psychology

Citations in the corpus

Envisioning the Future of Special Education Personnel Preparation in a Standards-Based Era (2015, background): “It should be noted that the type of reflection that promotes successful learning is focused, critical, and goaloriented (Boud, Keogh, & Walker, 2013), and the ability to analyze performance accurately is important for developing effective selfreflection ( Zimmerman & Campillo, 2003).”
College Students Solving Chemistry Problems: A Theoretical Model of Expertise (2009, result): “Our finding that chemistry self-efficacy influenced strategy use and problem solving is consistent with the general literature concerning self-efficacy (Crippen & Earl, 2007; Schraw, Brooks, & Crippen, 2005; Zimmerman & Campillo, 2003).”
How Teens Become Engaged in Youth Development Programs: The Process of Motivational Change in a Civic Activism Organization (2006, background): “…motivation as largely outside consciousness (e.g., Freud, Skinner), recent motivational theories emphasize conscious processes of self-regulation (e.g., Csikszentmihalyi, 1990; Zimmerman & Campillo, 2003), and the pertinent capabilities for self-regulation increase in adolescence (Keating, 2004).”
A Revised Writer(s)-Within-Community Model of Writing (2018, background): “It involves four processes (Zimmerman & Campillo, 2003; Zimmerman & Risemberg, 1997): formulating intentions (goal setting), planning (actions to achieve goals), monitoring (evaluating goal process and impact), and reacting (modifying WRITER(S)-WITHIN-COMMUNITY MODEL 267 each of these as needed).”
A Review of Self-regulated Learning: Six Models and Four Directions for Research (2017, background): “There the subprocesses that belong to each phase were presented, but it was not until 2003 that these subprocesses were embedded in the figure (Zimmerman and Campillo, 2003).”
The Cognitive Revolution and the Political Psychology of Elite Decision Making (2013, background): “9 Glaser and Chi 1988; Zimmerman and Campillo 2003; Feltovich, Prietula, and Ericsson 2006, 55; Mintz 2004.”
Direct Instruction of Metacognition Benefits Adolescent Science Learning, Transfer, and Motivation: An In Vivo Study. (2015, background): “We focus on the metacognitive skills of planning, monitoring, and evaluation that occur in Zimmerman’s (2000, 2011; Zimmerman & Campillo, 2003) SRL phases of forethought, performance, and selfreflection, respectively (see Figure 1).”
Achievement goals, emotions, learning, and performance : A process model (2015, background): “…refers to analyzing, evaluating, and applying prior knowledge to novel situations and problems (Pintrich, 2004; Pintrich et al., 1991) with self-monitoring involving the evaluation of one's learning progress (Efklides, 2011; Greene & Azevedo, 2010; Winne & Hadwin, 1998; Zimmerman & Campillo, 2003).”
Supporting Self-Regulated Learning in Online Learning Environments and MOOCs: A Systematic Review (2018, unknown): “Zimmerman (1989, Zimmerman & Campillo, 2003) described SRL processes as triadic and cyclical.”
From Invention to Innovation: Conversion Ability in Product Development (2006, background): “Second, experts use their domain-specific knowledge to implement solutions with greater ease, thus freeing them to concentrate on the effectiveness of the solution strategies (Zimmerman and Campillo 2003).”
Effectiveness of holistic mental model confrontation in driving conceptual change (2012, unknown): “…requires metacognitive monitoring in which the learner detects misunderstandings or gaps in his or her current understanding and then sets the goal of revising that knowledge to remove the contradiction or fill in the missing knowledge (Chi, 2000; Winne & Hadwin, 1998; Zimmerman & Campillo, 2003).”