Measuring Self-Regulated Learning

By Philip H. Winne, Nancy E. Perry. 2000

1,351 citations recorded by the source corpus.

Subfields: Artificial Intelligence, Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/7aa006f3585ccf356301758adab3138f30620504

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In Developmental and Educational Psychology

Citations in the corpus

The Relation Between Self-Regulated Learning and Academic Achievement Across Childhood and Adolescence: A Meta-Analysis (2015, neutral): “Traces (Winne 1982) are Bobservable indications of cognition that students create as they engage in an academic task^, such as underlining text or writing in the margins (Winne and Perry 2000, p.551).”
Motivational Influences on Transfer (2006, background): “In a study involving the training of sec ond-year MBA students in complex interpersonal skills, Gist, Stevens, and Bavetta (1991) found that pre-training self-efficacy was significantly related to performance on a transfer task immediately following training and seven weeks after training.”
Effective self- and co-regulation in collaborative learning groups: An analysis of how students regulate problem solving of authentic interdisciplinary tasks (2013, background): “Self-regulated learning (SRL) refers to the metacognitive, motivational, and behavioral processes individuals use to direct and control their learning (Winne and Perry 2000; Zimmerman 1990).”
Using multiple, contextualized data sources to measure learners’ perceptions of their self-regulated learning (2015, background): “This shift is due in part to the fact that self-report inventories have failed to capture fine-grained adaptation, in terms of specific learning events or actions that together comprise self-regulatory processes (Boekaerts and Corno 2005; Pintrich et al. 2000; Winne et al. 2002; Winne and Perry 2000”
The Relationship Between Social-Emotional Difficulties and Underachievement of Gifted Students (2014, background): “Furthermore, research indicates that self-regulated learners are able to possess high levels of self-efficacy, and these traits have been directly linked to high academic achievement (Corno et al., 2002; Pintrich, 2000; Pintrich & Schunk, 2002; Schunk & Zimmerman, 1998; Winne & Perry, 2000).”
Effects of Explicit Reading Strategies Instruction and Peer Tutoring on Second and Fifth Graders' Reading Comprehension and Self-Efficacy Perceptions (2005, background): “Winne and Perry (2000), for example, referred to the possibilities of using thinking-aloud protocols or retrospective techniques, such as stimulated recall interviews.”
Motivation and students’ use of learning strategies: Evidence of unidirectional effects in mathematics classrooms (2011, methodology): “…of current self-report inventories of learning strategies and SRL raised primarily by Winne and colleagues (Winne, Jamieson-Noel, & Muis, 2002; Winne & Perry, 2000), techniques to improve the assessment of self-reported learning strategies were employed by revising MSLQ scales to increase…”
Assessing and Predicting College Students’ Use of Strategies for the Self-Regulation of Motivation (2013, methodology): “Although commonly used to study self-regulation, self-report instruments allow for certain biases and inaccuracies that must be seen as shortcomings (Winne & Perry, 2000).”
Self-regulated learning: a literature review. [Wider Benefits of Learning Research Report No. 33] (2009, background): “Extensive work by Perry and colleagues characterises classrooms high in selfregulated learning practices as those in which teachers engage students in complex, open-ended activities, offer them choices and opportunities to control challenge, and involve them in evaluating their own and others’ work ”
Toward a Conceptual Model of Mentoring Research: Integration with Self-Regulated Learning (2013, neutral): “Traces include marks made in texts, such as when students underline, highlight, or write notes in margins (e.g., “ See p. 23 ” ; Winne and Perry 2000, p. 552).”
Motivation and Self-Regulated Learning Influences on Middle School Mathematics Achievement (2017, background): “Because of potential problems with response biases and inaccuracies, researchers have begun to consider alternative SRL assessment tools including direct observations or traces, think-aloud protocols, and teacher rating scales (Cleary & Callan, 2014; Winne & Perry, 2000).”
Self-Efficacy Theory in Education (2016, background): “Traces are observable measures that students create as they engage in tasks (Winne & Perry, 2000).”