The development of self-regulated learning

By Mikyung Chung. 2000

92 citations recorded by the source corpus.

Subfields: Computer Networks and Communications, Information Systems, Safety Research

View Paper: https://www.semanticscholar.org/paper/4e67af105f29ba52aa264653f6926c0676b2b34e

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Computer Networks and Communications

1. Marcus Crede
2. P. A. Gore
3. N. Kuncel

In Information Systems

1. Marcus Crede
2. P. A. Gore
3. N. Kuncel
4. Ernesto Panadero

In Safety Research

1. Marcus Crede
2. P. A. Gore
3. N. Kuncel
4. N. Betz

Citations in the corpus

• Study Habits, Skills, and Attitudes: The Third Pillar Supporting Collegiate Academic Performance (2008, background): “…abilities are thought to be characterized by active involvement in their own learning process; continuous planning; and the careful monitoring of the task that they are required to complete, their own study behaviors, and the match between task and study behavior (B.J. Zimmerman, 1986).”
• Academic Self-Efficacy as a Predictor of College Outcomes: Two Incremental Validity Studies (2006, background): “Self- Gore / ACADEMIC SELF-EFFICACY AND COLLEGE OUTCOMES 95 regulation refers to the degree to which students metacognitively, motivationally, and behaviorally regulate their learning process (Zimmerman, 1986, 1990).”
• How can primary school students learn self-regulated learning strategies most effectively? A meta-analysis on self-regulation training programmes (2008, background): “On the one hand, the development of self-regulated learning is not only stimulated by increasing age, but also by the learning environment (Chung, 2000).”