How Far Have We Moved Toward the Integration of Theory and Practice in Self-Regulation?

By M. Boekaerts, Eduardo C. Cascallar. 2006

566 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Social Psychology

View Paper: https://www.semanticscholar.org/paper/6ad917db9fbf29df6fe50b6ff0c69f57b449b841

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In Developmental and Educational Psychology

In Education

In Social Psychology

Citations in the corpus

Assessing self-regulated learning in higher education: a systematic literature review of self-report instruments (2016, background): “SRL is an important topic in educational research (Boekaerts and Cascallar 2006) and considered as a necessary requirement for life-long learning (e.”
Socially Constructed Self-Regulated Learning and Motivation Regulation in Collaborative Learning Groups (2011, background): “Regulation of motivation has become a key feature within several social cognitive models of self-regulated learning (Boekaerts & Cascallar, 2006; Wolters, 2003).”
Self-Directed Learning in Problem-Based Learning and its Relationships with Self-Regulated Learning (2008, background): “In its most concrete sense, SRL is a specific form of learning that can be distinguished from learning that is externally regulated (Boekaerts and Cascallar 2006).”
Regulation of emotions in socially challenging learning situations: an instrument to measure the adaptive and social nature of the regulation process (2013, background): “…seems to have concentrated on the development of either inventories to elicit students’ own reports of using such strategies or observation schedules aimed at inferring the use of such strategies from classroom interactions (Boekaerts & Cascallar, 2006; McCann & Garcia, 1999; Meyer & Turner, 2002).”
Personalised learning: lessons to be learnt (2012, background): “Self-regulating learners therefore take responsibility for what and how to learn by self-directing or self-steering their thinking and actions (Boekaerts & Cascallar, 2006).”
Self-regulation of assessment beliefs and attitudes: a review of the Students’ Conceptions of Assessment inventory (2011, background): “Furthermore, self-regulation theory indicates that certain kinds of cognitions, feelings and actions lead to increased learning outcomes (Boekaerts & Cascallar, 2006).”
Self-Control in School-Age Children (2014, background): “In recent decades, the construct of SRL has flourished in the educational psychology literature (Boekaerts & Cascallar, 2006; Corno & Mandinach, 2004; Efklides, 2011; Pintrich & de Groot, 1990; Winne & Hadwin, 1998; Zimmerman, 1990, 2000).”
Addressing complexities in self-regulated learning: a focus on contextual factors, contingencies, and dynamic relations (2015, background): “Boekaerts (1997, 1999; Boekaerts and Corno 2005; Boekaerts and Cascallar 2006), Winne (2005, 2010, 2014; Winne and Baker 2013; Winne et al. 2011) and others (Azevedo et al. 2010; Bannert et al. 2013; Kinnebrew et al. 2013a, b; Wirth and Leutner 2008) have periodically assessed the degree to which…”
Toward a Synthesis of Cognitive Load Theory, Four-Component Instructional Design, and Self-Directed Learning (2009, background): “A shift to self-directed learning has two important implications for the structure of an educational program as depicted in the upper part of Fig. 1. The first concerns the nature of the whole tasks: prevailing models of self-directed learning (e.g., Boekaerts and Cascallar 2006; Butler and Winne ”
Development and Validation of an Instrument to Measure Students’ Motivation and Self‐Regulation in Science Learning (2011, background): “…a restricted view of cognitive and meta-cognitive strategies that students use (Boekaerts, 1993; Boekaerts & Cascallar, 2006; Corno, 1994; Pintrich, 2000), leaving out the most important aspect of self-regulation, which is motivation for learning and effort investment (Boekaerts & Cascallar, 2006).”
A Meta-Analysis on the Effects of Service-Learning on the Social, Personal, and Cognitive Outcomes of Learning (2012, background): “Boekaerts and Cascallar (2006) similarly argue that imposed demands can undermine a student’s interests and expectations, which may ultimately cause disengagement from the learning activity when obstacles and distractions arise.”
English language learners' self-efficacy profiles and relationship with self-regulated learning strategies (2015, background): “A teacher's clarity and pace of instruction, degree of structure, autonomy granted, enthusiasm, humor, fairness, and expectations all have a strong influence on students' choice of SRL strategies (Boekaerts & Cascallar, 2006).”
The challenge of self‐directed and self‐regulated learning in vocational education: a theoretical analysis and synthesis of requirements (2010, background): “Different aspects of instruction and teacher behaviour have been identified in research that effect students self‐regulated learning including clarity and pace of instruction, the amount of structure provided, autonomy granted, teacher enthusiasm, humor, fairness, and teacher expectations about stud”
Longitudinal relations between perceived autonomy and social support from teachers and students' self-regulated learning and achievement (2016, background): “Self-regulated learners control their own learning processes and direct cognitive, behavioural and motivational processes to achieve self-set learning goals (Boekaerts & Cascallar, 2006; Pintrich, 2004).”