Motivation An Essential Dimension of Self-Regulated Learning

By B. Zimmerman, D. Schunk. 2012

586 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/786204f61b92e679eb9bd4c1afdd01db65f0a7f8

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In Developmental and Educational Psychology

Citations in the corpus

Regulation of emotions in socially challenging learning situations: an instrument to measure the adaptive and social nature of the regulation process (2013, background): “In academic settings, regulation of emotions can be treated as an integral part of SRL if the aim is to maintain an appropriate emotional atmosphere in order to complete the learning task (Efklides & Volet, 2005; Schutz et al., 2006; Zimmerman & Schunk, 2008).”
Beliefs and engagement structures: behind the affective dimension of mathematical learning (2011, background): “Intrinsic rewards are associated with the ‘‘informing function’’ of reward, and extrinsic rewards with their ‘‘controlling function’’ (Zimmerman & Schunk, 2008).”
Socially Constructed Self-Regulated Learning and Motivation Regulation in Collaborative Learning Groups (2011, background): “In spite of increasing interest in explaining the role of social and contextual influences of self-regulation in learning (Corno & Mandinach, 2004), there is great diversity as to where the social is positioned in SRL, varying from individual constructivist to more social constructivist perspectives”
Individual differences in self-regulated learning: Exploring the nexus of motivational beliefs, self-efficacy, and SRL strategies in EFL writing (2021, background): “Literature indicates that motivational beliefs (e.g. interest, goal, attribution for success and failure, self-efficacy, and value) interact with cognitive, behavioral, and contextual variables in self-regulatory processes (Oxford, 2017; Zimmerman & Schunk, 2008).”
Addressing complexities in self-regulated learning: a focus on contextual factors, contingencies, and dynamic relations (2015, background): “…(Winne and Hadwin 1998) by further refining the relations they proposed exist between motivational constructs and self-regulatory processes, and Zimmerman and Schunk (2008; 2011) further clarified the hypothesized role of specific motivational constructs within SRL as precursors, mediators,…”
Grade level, study time, and grade retention and their effects on motivation, self-regulated learning strategies, and mathematics achievement: a structural equation model (2013, background): “Whereas the first studies of SRL focused on the study of cognitive strategies, such as monitoring, time management, and their impact on learning (Zimmerman 2008), more recently, investigation of this topic is organized around motivational variables such as goal setting, causal attributions, self-eff”
Motivational and affective determinants of self-regulatory strategy use in elementary school mathematics (2015, background): “Another construct associated with students’ self-regulation is academic self-efficacy (Bandura, 1993; Zimmerman & Schunk, 2008).”
Differences in students' metacognitive strategy knowledge, motivation, and strategy use: A typology of self-regulated learners (2016, background): “The students’ ability to engage into the learning process, to be willing to complete tasks, and to regulate their own motivation is essential for SRL (Zimmerman & Schunk, 2008).”
Testing interest and self-efficacy as predictors of academic self-regulation and achievement (2014, methodology): “Among the cognitive motivational constructs, academic selfefficacy has proven to be a particularly vital component in successful self-regulation of the learning process (Pintrich, 1999; Zimmerman & Schunk, 2008).”
Ethnic and Gender Differences in First-Year College Students’ Goal Orientation, Self-Efficacy, and Extrinsic and Intrinsic Motivation (2014, background): “The constructs observed in the present study (self-efficacy, goal orientation, intrinsic/extrinsic motivation) have been found to be amenable to change through systematic self-regulatory interventions (Kitsantas & Zimmerman, 2009; Zimmerman & Schunk, 2008).”
Brief Research Report: Sense of Belonging and Academic Help-Seeking as Self-Regulated Learning (2019, background): “…self-regulated learning and utility value Motivation has been considered an important component of self-regulated learning that can promote students’ use of diverse self-regulatory strategies, including help-seeking strategies (Pintrich & Zusho, 2007; Ryan et al., 2001; Zimmerman & Schunk, 2008).”
When quantity is not enough: Disentangling the roles of practice time, self-regulation and deliberate practice in musical achievement (2015, background): “First, the capacity to self-regulate has been considered to be an important part of academic success across all disciplines, including music (Bandura, 1986; Schunk & Zimmerman, 2008).”