Self-Regulation in the Classroom: A Perspective on Assessment and Intervention

By M. Boekaerts, L. Corno. 2005

1,490 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Social Psychology

View Paper: https://www.semanticscholar.org/paper/7eb4ff9f22c6aa95c2cb5fbfdf3046a1c1bf5509

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In Developmental and Educational Psychology

In Education

In Social Psychology

Citations in the corpus

Transformational and Transactional Leadership and Followers’ Achievement Goals (2013, background): “…Seijts and Crim 2009), empirical knowledge on relevant characteristics related to individuals’ adoption of goals in specific situations has remained relatively limited (e.g., Boekaerts and Corno 2005; Church et al. 2001; Elliot and McGregor 2001; Papaioannou et al. 2007; Van Yperen et al. 2011).”
Rubrics and Self-Assessment Scripts Effects on Self-Regulation, Learning and Self-Efficacy in Secondary Education. (2012, methodology): “In order to reach a good estimation of self-regulation, following the advice of Boekaerts and Corno (2005), two different measures were used for assessing this process.”
Influence of Student Learning Experience on Academic Performance: The Mediator and Moderator Effects of Self-Regulation and Motivation. (2012, background): “Social cognitive theorists (Boekaerts, 1997 ; Winne & Perry, 2000 ; Zimmerman, 2001 , 2008; Wolters, 2003 ; Pintrich, 2004 ; Boekaerts & Corno, 2005 ) characterised self‐regulation as competence in monitoring and regulating one’s learning via the use of a variety of cognitive and metacognitive”
The Future of Self-Assessment in Classroom Practice: Reframing Self-Assessment as a Core Competency. (2014, background): “Accurate self-monitoring contributes to the possibility of entering a growth-pathway in which students identify and respond to their weaknesses, instead of pursuing an ego-protection pathway in which students seek to maximise unmerited positive feelings about their work (Boekaerts & Corno, 2005).”
The self-regulation of motivation: Motivational strategies as mediator between motivational beliefs and engagement for learning (2017, background): “Previous studies have shown that the use of these strategies can lead to more effort, and persistence (Bembenutty & Zimmerman, 2003; Boekaerts & Corno, 2005; Dignath & Buttner, 2008; Donker, De Boer, Kostons, Dignath, Van der Werff, 2014; Vermeer, Boekaerts & Seegers, 2001; Wolters, 2003).”
Co-creating rubrics: The effects on self-regulated learning, self-efficacy and performance of establishing assessment criteria with students (2017, methodology): “In order to reach an appropriate estimation of self-regulation, three different instruments were used following prior suggestions (Boekaerts & Corno, 2005; Samuelstuen & Bråten, 2007): Motivated Strategies for Learning Scales (MSLQ) (Pintrich, Smith, García, & McKeachi, 1991).”
Co-Regulation of Student Motivation and Emergent Identity (2009, background): “Learners can differ in their interpretation of apparently similar opportunities and differentially respond to them (Boekaerts & Corno, 2005; McCaslin & Burross, 2002).”
How Far Have We Moved Toward the Integration of Theory and Practice in Self-Regulation? (2006, background): “Boekaerts and Corno (2005) made an inventory of the assessment instruments that are currently used to assess various aspects of self-regulation in action.”
Direct Instruction of Metacognition Benefits Adolescent Science Learning, Transfer, and Motivation: An In Vivo Study. (2015, background): “Most theories of SRL hypothesize that both metacognitive skills (e.g., planning, monitoring, and evaluation) and student motivation (e.g., beliefs, goals, and dispositions) interact to determine learning outcomes (Boekaerts & Corno, 2005; Efklides, 2011; Winne, 1995; Zimmerman, 2001, 2011).”
The Role of Teachers’ Self- and Collective-Efficacy Beliefs on Their Job Satisfaction and Experienced Emotions in School (2013, background): “A teacher has to regulate his/her cognitive, emotional and motivational processes in various situations that are related to his/her professional career (Boekaerts & Corno, 2005; Carson & Templin, 2007; Efklides & Volet, 2005; Hargreaves, 1998; Sutton, 2004; Sutton & Wheatley, 2003).”
Addressing complexities in self-regulated learning: a focus on contextual factors, contingencies, and dynamic relations (2015, methodology): “Boekaerts (1997, 1999; Boekaerts and Corno 2005; Boekaerts and Cascallar 2006), Winne (2005, 2010, 2014; Winne and Baker 2013;”