Control, Motivation, Affect, and Strategic Self-Regulation in the College Classroom : A Multidimensional Phenomenon

By Duane F. Shell, Jenefer Husman. 2008

260 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/5f4c72d06fe69953641b26093c02c5a5d976977b

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In Experimental and Cognitive Psychology

In Social Psychology

Citations in the corpus

Emotions and emotion regulation in undergraduate studying: examining students’ reports from a self-regulated learning perspective (2015, methodology): “…goal orientations (e.g. Daniels et al., 2008; Pekrun et al., 2009), goals for performance (e.g. Ilies & Judge, 2005), the use of learning strategies (Pekrun et al., 2002; Shell & Husman, 2008) and self-reported SRL (e.g. Howell & Buro, 2010; Pekrun et al., 2002; Villavicencio & Bernardo, 2012).”
Transition from high school to university: a person-centered approach to academic achievement (2016, background): “However, cognitive variables such as learning strategies and self-regulation have been shown to have a significant impact on achievement (Fenollar et al. 2007; Minnaert and Janssen 1999; Nota et al. 2004; Pintrich and De Groot 1990; Shell and Husman 2008; Vermunt 2005; Ward and Walker 2008).”
Interactions of Metacognition With Motivation and Affect in Self-Regulated Learning: The MASRL Model (2011, background): “Shell and Husman (2008) identified three constellations of person characteristics that involved self-efficacy, affect, and goal orientations.”
Foreign Language Learning Motivation in Higher Education: A Longitudinal Study of Motivational Changes and Their Causes. (2013, background): “…Wigfield and Eccles, 1990) influence task choice, learners’ persistence and engagement (Pajares and Schunk, 2002, Schunk and Pajares, 2005, Zimmerman and Kitsantas, 2007) and the use of self-regulation strategies (Linnenbrink and Pintrich, 2000, Pintrich and DeGroot, 1990, Shell and Husman, 2008).”
Academic self-concept and emotion relations: Domain specificity and age effects (2010, background): “The theoretical assumption of significant relations between self concept and emotions has been confirmed in numerous stud ies (Bandura, 1997; Henson & Chang, 1998; see also Reeve, Deci, & Ryan, 2004; Shell & Husman, 2008).”
Achievement Goals and Achievement Emotions: A Meta-analysis (2011, background): “For example, the social approval and performance goals were measured in the same subscale in Hall (2006), Jackson (2000), and Shell and Husman (2008) , and therefore, these studies were excluded.”
Achievement Goal Theory at the Crossroads: Old Controversies, Current Challenges, and New Directions (2011, unknown): “…(2001) found that performance-focused students are especially attentive to instructor demands and reliant on their cues for how to approach studying, and Shell and Husman (2008) found that performance-focused students tend to actively seek information about which material will be tested on exams.”
Engaging Students to Learn Through the Affective Domain: A new Framework for Teaching in the Geosciences (2011, background): “, anxiety, anger, and shame) may learn less, because they are more likely to use poor processing skills such as memorization or rehearsal of content, and are more likely to withdraw from a class when faced with difficulties and failure (Pekrun et al., 2002; Shell and Husman, 2008; Turner et al., 200”
Identity‐based motivation: Connections between first‐year students' engineering role identities and future‐time perspectives (2020, background): “FTPs can positively or negatively influence academic achievement and learning across contexts (Husman, Hilpert, & Brem, 2016; Husman & Shell, 2008; Nelson et al., 2015; Shell & Husman, 2008; Simons, Vansteenkiste, Lens, & Lacante, 2004).”
A Developmental, Person-Centered Approach to Exploring Multiple Motivational Pathways in Gifted Underachievement (2013, background): “…developmental trajectories is in line with prior research on multiple pathways and profiles in the achievement motivation literature (e.g., Archambault, Eccles, & Vida, 2010; Bråten & Olaussen, 2005; Conley, 2012; Hayenga & Corpus, 2010; Pintrich, 2000; Shell & Husman, 2008; Snyder, 2012).”
Psychosocial Factors and Community College Student Success (2017, background): “Other research has begun studying profiles of motivational characteristics and adaptive combinations of motivation (Conley, 2012; Shell & Husman, 2008).”
Expectancy-value theory: retrospective and prospective (2010, background): “Shell and Husman (2008) used canonical correlation to look at relations of a set of motivation variables to a set of self-regulation variables.”