Self-Regulated Learning: The Educational Legacy of Paul R. Pintrich

By D. Schunk. 2005

655 citations recorded by the source corpus.

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

View Paper: https://www.semanticscholar.org/paper/5d677c8d9026dd38e42e8e92811dc11b22df13c2

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In Developmental and Educational Psychology

In Social Psychology

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Citations in the corpus

The relationship between the big-five model of personality and self-regulated learning strategies. (2007, background): “Self-regulation theory originates from the psychological tradition of theory and research on self-control (Schunk, 2005).”
Student Academic Performance: The Role of Motivation, Strategies, and Perceived Factors Hindering Liberian Junior and Senior High School Students Learning (2017, background): “According to Schunk [12], Pintrich thinks students must monitor, regulate, and control their cognition, motivation, and behavior as part of self-regulated learning.”
Motivation, Learning Strategies, and Performance in Physical Education at Secondary School (2016, background): “Self-regulated motivation and learning strategies are also important (Schunk, 2005).”
Turkish high school students' biology achievement in relation to academic self-regulation (2007, background): “Finally, contextual regulation involves students' perceptions of task and context (Schunk, 2005 ).”
The Role of Self-regulated Learning in Enhancing Learning Performance (2011, background): “Schunk & Zimmerman (1998) propose a four-phase model for developing students’ learning strategies.”
Interaction, Internet self-efficacy, and self-regulated learning as predictors of student satisfaction in online education courses (2014, background): “By way of contrast, low self-regulatory learners ascribe their failure to limited ability or insufficient effort (Schunk, 2005).”
Multiple Achievement Goals and Multiple Pathways for Learning: The Agenda and Impact of Paul R. Pintrich (2005, background): “Pintrich’s theoretical work on the integration of motivation and cognition was revolutionary in shaping the current field of research in education, especially in the areas of self-regulated learning (see Schunk, 2005) and science learning (see Sinatra, 2005).”
Examination of the Relationships between Fifth Graders' Self-Regulated Learning Strategies, Motivational Beliefs, Attitudes, and Achievement. (2013, background): “Self-regulated learning is seen as a mechanism thathelps in explaining the achievement differences among students and it means that it is an indicator of improvement in achievement (Schunk, 2005, p. 85).”
Self-regulated learning partially mediates the effect of self-regulated learning interventions on achievement in higher education: A meta-analysis (2019, background): “…motivation for learning part of SRL (e.g., Boekaerts, 1992; Zimmerman, 2002, 2008), while others consider persistence and regulating motivation part of SRL, but consider task motivation a precursor for successful SRL (e.g., Efklides, 2011; Ning & Downing, 2012; Pintrich, 1999, 2000; Schunk, 2005).”
Academic Procrastinators and Their Self-Regulation (2012, methodology): “…(e.g., Strack, 1999; Thayer & Lane, 2000; Vohs & Baumeister, 2004) may also inform procrastinating behaviors, our study focused primarily on academic procrastination and Pintrich’s model is established within the academic self-regulation research (e.g., Pintrich & de Groot, 1990; Schunk, 2005).”
A first year experience of student-directed peer-assisted learning (2010, background): “There is a great body of literature on self-regulated learning that suggests motivation, planning and self-evaluation are essential for learning (Boekaerts, 1999; Schunk, 2005), and Kolb et al. (1994) argue that learning is directed by one’s own goals.”
The Impact of Online Graduate Students' Motivation and Self-Regulation on Academic Procrastination (2010, background): “Research on the effects of academic self-regulation and motivation on learning has demonstrated important links between the two constructs (Schunk, 2005).”
Teachers' instructional behaviors as important predictors of academic motivation: Changes and links across the school (2016, background): “This type of research could broaden our understanding on the conditions under which students have a high risk for failure and could help to identify factors that may sustain academic motivation and self-regulation (Schunk, 2005).”
A Review of Self-regulated Learning: Six Models and Four Directions for Research (2017, background): “, 1993b) continues to be widely used (Schunk, 2005; Moos and Ringdal, 2012).”