Self-regulation and academic achievement and resilience: A longitudinal study

By Laura Nota, S. Soresi, B. Zimmerman. 2004

436 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/64fd502256d98dc6d2de31059b05aed8c1da0501

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In Developmental and Educational Psychology

In Education

Citations in the corpus

The self-regulation of motivation: Motivational strategies as mediator between motivational beliefs and engagement for learning (2017, background): “In studies by Hulleman and Harackiewicz (2009), the use of IE was positively related to students’ performance; and Nota, Soresi, and Zimmerman (2004) found an effect for SC and grades.”
Meditation in the Higher-Education Classroom: Meditation Training Improves Student Knowledge Retention during Lectures (2013, background): “1992) and therefore, that students with higher self-regulatory functioning in higher education were more likely to continue their education (see Flowers 2002; Kitsantas et al. 2008; Nota et al. 2004).”
Student dropout at university: a phase-orientated view on quitting studies and changing majors (2021, background): “In line with this definition, student dropout is from an individual perspective associated with dysfunctional self-regulation (Achtziger & Gollwitzer, 2010; Bernardo et al., 2019; de la Fuente-Arias, 2017; Nota et al., 2004).”
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).”
Promotion of self-regulated learning in classrooms: investigating frequency, quality, and consequences for student performance (2010, background): “Several studies indicate that self-regulation goes along with better performance, showing that highachieving students can be characterised as highly self-regulated learners (e.g., Nota et al. 2004; Purdie and Hattie 1996; Zimmerman and Martinez-Pons 1986, 1988).”
Achievement among first-year university students: an integrated and contextualised approach (2013, background): “On the one hand, prior studies in cognitive psychology have accumulated consistent empirical evidences to show that selfregulation is a crucial factor in understanding student learning and academic performance (Minnaert and Janssen 1999; Nota et al. 2004; Perry et al. 2001; Pintrich and De Groot 199”
Training Self-Regulated Learning in the Classroom: Development and Evaluation of Learning Materials to Train Self-Regulated Learning during Regular Mathematics Lessons at Primary School (2012, background): “, [4–6]).”
Increased Career Self-Efficacy Predicts College Students’ Motivation, and Course and Major Satisfaction (2014, background): “For instance Nota, Soresi, and Zimmerman (2004) found that self-regulation strategies such as setting up self-consequences by imagining a reward or punishment for meeting or failing to meet goals enhanced motivation for further career development.”
Self-Regulation in Education (2017, background): “Research indicates that students who can self-regulate in the cognitive, motivational, and behavioral dimensions of academics are more successful as learners (Nota et al., 2004).”