Volitional Aspects of Self-Regulated Learning
By L. Corno. 2013
175 citations recorded by the source corpus.
Subfields: Developmental and Educational Psychology
View Paper: https://www.semanticscholar.org/paper/4c9732cf3fab6f05fa8ad253c47ea153e2d0da9b
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
- Maria B. Benzon
- James J. Gross
- Angela L. Duckworth
- T. Gendler
- C. Wolters
- Y. Ken Wang
- René F. Kizilcec
- Sherif A. Halawa
Citations in the corpus
- Attrition and Achievement Gaps in Online Learning (2015, background): “Another critical factor, especially in the context of MOOCs as largely unguided learning environments, is a learner’s volitional control to engage in self-regulated learning [5].”
- Regulation of Motivation: Contextual and Social Aspects (2011, methodology): “Nonetheless, the regulation of motivation is now recognized as a key aspect of what it means to be an effective self-regulated learner across many different models (Boekaerts, 1996; Corno, 2001; Pintrich, 2000; Sansone & Thoman, 2005; Winne & Hadwin, 2008; Zimmerman, 2000).”
- Self-Control in School-Age Children (2014, methodology): “Corno, L., & Mandinach, E. B. (2004). What we have learned about student engagement in the past twenty years.”
- Rethinking College Students' Self-Regulation and Sustained Attention:Does Text Messaging During Class Influence Cognitive Learning? (2012, background): “…trigger habitual behaviors with minimum effort (Bargh, 1996), classroom learning demands that students use volitional control to fulfill academic demands, such as paying attention to lectures, comprehending new information, answering questions, and engaging in discussions with peers (Corno, 2001).”
- Assessing and Predicting College Students’ Use of Strategies for the Self-Regulation of Motivation (2013, methodology): “Elements of motivational regulation are also apparent in models focused on volition (Corno, 2001; Kuhl & Kraska, 1989; McCann & Turner, 2004), selfmotivation (Cheng & Ickes, 2009; Dishman, Ickes, & Morgan, 1980), self-reinforcement (Heiby, Ozaki, & Campos, 1984), or the regulation of specific forms ”