Models of Self-regulated Learning: A review

By Minna Puustinen, L. Pulkkinen. 2001

597 citations recorded by the source corpus.

Subfields: Communication, Developmental and Educational Psychology, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/4f8cad2b1327556482dd59dc9388016be0659c1e

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Citations in the corpus

Using multiple, contextualized data sources to measure learners’ perceptions of their self-regulated learning (2015, background): “Most SRL models emphasize the importance of strategic approaches to learning that are intentional or goal-driven, and adaptive (Puustinen and Pulkkinen 2001).”
How do students self-regulate? Review of Zimmerman"s cyclical model of self-regulated learning (2014, background): “The researcher that first emphasised the relevance of this was Pintrich (Pintrich & de Groot, 1990; Puustinen & Pulkkinen, 2001), Zimmerman later incorporated it explicitly into his model.”
Why study time does not predict grade point average across college students: Implications of deliberate practice for academic performance (2005, background): “Our current findings are also highly consistent with self-regulated learning approaches to academic performance (Pintrich, 2000; Puustininen & Pulkkinen, 2001; Schunk & Zimmerman, 1994; Zimmerman, 1998, 2000, 2002).”
Self-assessment in the process of self-regulated learning and its relationship with academic achievement (2020, methodology): “Before inferential statistics for addressing the main research questions, the Rasch model (Rasch 1960) was first applied to calibrate the person measures on the SaPS.”
Fifth graders metacognitive knowledge: general or domain-specific? (2011, background): “It is proposed to play an important role in models of self-regulated learning (Boekaerts and Niemivirta 2000; Puustinen and Pulkkinen 2001) and in school achievement (Wang et al.”
The Role of Epistemic Emotions in Personal Epistemology and Self-Regulated Learning (2018, methodology): “Like most models of SRL, she proposed four phases of learning that are recursive and weakly sequenced (Puustinen & Pulkkinen, 2001) and five areas for regulation.2 The four phases are (a) task definition, (b) planning and goal setting, (c) enactment, and (d) evaluation.”
Rubrics and Self-Assessment Scripts Effects on Self-Regulation, Learning and Self-Efficacy in Secondary Education. (2012, background): “Of all the processes implied in self-regulation, a crucial one is selfassessment (Puustinen & Pulkkinen, 2001).”
Turkish high school students' biology achievement in relation to academic self-regulation (2007, methodology): “In fact, the models of Pintrich and Zimmerman drawn on the social cognitive theory define self-regulation as a goal-oriented process, proceeding from a forethought phase through self-monitoring and self-control to self-reflection (Puustinen & Pulkkinen, 2001).”
The Role of Self-regulated Learning in Enhancing Learning Performance (2011, methodology): “Pintrich’s framework for self-regulated learning is developed from Zimmerman’s social cognitive model of self-regulation (Puustinen & Pulkkinen, 2001).”
Approaches to the Teaching of Creative and Non-Creative Mathematical Problems (2009, methodology): “Using the framework of the four elements of creativity (i.e., 4Ps’), the present study identified three types of teaching approaches to mathematics teaching: liberal, reasoning, and skill approaches (Table I). Teachers with a liberal approach, such as Mr. Mao, emphasized relaxation, selfregulation (”
Examination of the Relationships between Fifth Graders' Self-Regulated Learning Strategies, Motivational Beliefs, Attitudes, and Achievement. (2013, background): “In the study of Puustinen and Pulkkinen (2001), the researchers compare self-regulation models and researchers emphasizes self-regulated learning play an active role on students’ own learning process in a behavioral, cognitive, and motivational way.”