The Development of Academic Self-Regulation: The Role of Cognitive and Motivational Factors

By P. Pintrich, Akene Zusho. 2002

598 citations recorded by the source corpus.

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

View Paper: https://www.semanticscholar.org/paper/5da284718a25fba434792281b814b433397f3e51

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In Developmental and Educational Psychology

In Experimental and Cognitive Psychology

In Social Psychology

Citations in the corpus

Commentary on self-regulation in school contexts (2005, background): “This research has broadened the original focus of self-regulation on overt behaviors to cognitive, motivational, and contextual factors (Pintrich, 2000; Pintrich & Zusho, 2002).”
Development and Psychometric Properties of the Math and Me Survey (2011, background): “…enjoy mathematics and have high mathematical self-perceptions tend to be more attentive, more actively engaged in class, and persist more when faced with challenge (e.g., Bandura, 1977, 1986, 1997; D. K. Meyer, Turner, & Spencer, 1997; Pajares & Miller, 1994; Pintrich & Zusho, 2002; Stipek, 2002).”
A Theoretical Review of Winne and Hadwin’s Model of Self-Regulated Learning: New Perspectives and Directions (2007, methodology): “In most cases of JOL research, participants are asked after a learning task to make a prediction about how well they would do on a test of the material (Pintrich, 1999). Participants scoring high on JOL measures accurately predict both the questions they will answer correctly as well as the ones the”
Personality, Motivation, and College Readiness: A Prospectus for Assessment and Development (2014, background): “Reflection includes cognitive judgments, affective reactions, and evaluations of task and context (Pintrich & Zusho, 2002).”
Profiles in self-regulated learning in the online learning environment (2010, background): “Additionally, future research should also examine other cognitive factors, such as epistemological beliefs (e.g. Barnard, Lan, Crooks, & Paton, 2008; Pintrich & Zusho, 2002), which may be associated with the profile of self-regulated learning to which an individual belongs.”
Using Hypermedia as a Metacognitive Tool for Enhancing Student Learning? The Role of Self-Regulated Learning (2005, unknown): “The empirical literature in educational psychology (e.g., Corno & Randi, 1999; Newman, 2002; Perry, 2002; Pintrich & Zusho, 2002), and in the learning sciences (e.g., Azevedo, Cromley, & Seibert, 2004; Chi, 2005; Chi et al., 1994; Graesser et al., 2005; Quintana, Zhang, & Krajcik, 2005; Shapiro &…”
Handbook of Self-Regulation of Learning and Performance (2011, background): “Pintrich and Zusho (2002) stated that in the monitoring and control phase, the self-regulated learner selects and adapts cognitive strategies appropriate to the task at hand, and engages in D ow nl oa de d B y: 1 0.”
Motivation and students’ use of learning strategies: Evidence of unidirectional effects in mathematics classrooms (2011, background): “According to Pintrich and Zusho (2002) and Zimmerman (2000), given that strategy use is an effortful and time-consuming activity, students who value a task or domain will be more likely to employ strategies to increase the likelihood of success, with such as cognitive and metacognitive strategies…”
The role of growth mindset, self-efficacy and intrinsic value in self-regulated learning and English language learning achievements (2020, background): “Selfregulated learners proactively set personal goals, make efforts and manage the environment, monitor and regulate their learning, and make reactions constantly to achieve preset goals (Pintrich & Zusho, 2002).”
Formative Assessment: Assessment Is for Self-regulated Learning (2012, methodology): “Pintrich (1999) and his colleagues (Pintrich and Zusho 2002) elaborate, presenting four areas or dimensions of learning that can be regulated to support learning and realize performance goals.”
Students’ characteristics, self-regulated learning, technology self-efficacy, and course outcomes in online learning (2013, background): “Students set goals for their learning, use many cognitive and metacognitive strategies to monitor, control, regulate, and adjust their learning to reach these goals (Pintrich, 1995, 1999; Pintrich, & Zusho, 2002).”
Investigating grit and its relations with college students’ self-regulated learning and academic achievement (2015, methodology): “The focus in this study is on two aspects of achievement motivation, perceived self-efficacy and value, which consistently have been used within models of SRL (Pintrich and Zusho 2002; Zimmerman 2000).”