MOTIVATIONAL AND SELF-REGULATED LEARNING COMPONENTS OF CLASSROOM ACADEMIC PERFORMANCE

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Academic self-efficacy: from educational theory to instructional practice (2012, background): “Furthermore, besides the positive influence that self-efficacy appears to have on the quantity of effort, there is evidence that students high in academic efficacy differ in terms of the quality of their effort, using more deep cognitive and metacognitive processing strategies than their counterpart”
The Relation Between Self-Regulated Learning and Academic Achievement Across Childhood and Adolescence: A Meta-Analysis (2015, unknown): “MSLQ Motivated Strategies for Learning Questionnaire (Pintrich and DeGroot 1990; Pintrich et al. 1991), LASSI Learning and Study Strategies Inventory (Weinstein 1987; Weinstein and Palmer 1990), PALS Patterns of Adaptive Learning Survey (Midgley et al. 2000), ASI Approaches to Studying Inventory (En”
Effective self- and co-regulation in collaborative learning groups: An analysis of how students regulate problem solving of authentic interdisciplinary tasks (2013, background): “Generally, researchers have found some evidence for a relationship among MK, MM, and MC in problem solving (Swanson 1990), reading comprehension (Schraw 1994), and strategy-use (Pintrich and DeGroot 1990).”