Becoming a Self-Regulated Learner: An Overview

By B. Zimmerman. 2002

6,734 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Human Factors and Ergonomics

View Paper: https://www.semanticscholar.org/paper/532c4ff8c63cfc711f824b52457a94f1016cc0d4

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Ernesto Panadero
2. Fred Paas
3. Sanna Järvelä
4. J. V. van Merriënboer
5. Alexander Renkl
6. Tamara van Gog
7. Charlotte Dignath
8. E. Usher

In Education

1. Ernesto Panadero
2. B. Fraser
3. Jill M. Aldridge
4. Sanna Järvelä
5. E. Usher
6. Fred Paas
7. J. V. van Merriënboer
8. Jeffrey P. Dorman

In Human Factors and Ergonomics

1. E. Usher
2. S. Sungur
3. I. Clark
4. J. Hearn
5. Safure Bulut
6. Erman Yükseltürk
7. A. Dent
8. Zeki Arsal

Citations in the corpus

• Effects of Problem-Based Learning and Traditional Instruction on Self-Regulated Learning (2006, background): “Barry Zimmerman (2002), renowned scholar in the field of self-regulated learning, defined self-regulation as the process that students use to activate and sustain their thoughts, behaviors, and emotions to reach their goals.”
• Relations of perceived parental autonomy support and control with adolescents' academic time management and procrastination (2018, background): “From the SRL perspective, academic time management has been incorporated as a key process for successful learning (Pintrich & Zusho, 2002, 2007; Zimmerman, 2002; Zimmerman & Risemberg, 1997).”
• Agency as a fourth aspect of students engagement during learning activities (2011, background): “The theoretical effort to clarify the conceptual nature of cognitive engagement has been an ongoing debate (Pintrich, 2000, 2004; Pintrich & De Groot, 1990; Zimmerman, 2002), and the findings in the present study suggest that learning strategies tap uniquely into cognitive engagement while metacogni”
• The Role of Direct Strategy Instruction and Indirect Activation of Self-Regulated Learning—Evidence from Classroom Observation Studies (2020, background): “The students of the observed teachers might already have entered the level of self-control (Zimmerman 2002) that allow them to gradually take over the responsibility for their learning and to deliberately practice the use of learning strategies that they have acquired in lessons earlier than those…”
• The self-regulation of motivation: Motivational strategies as mediator between motivational beliefs and engagement for learning (2017, background): “Students are considered to be agents in their own learning process, able to use self-regulatory strategies purposefully in order to reach their learning goals (Pintrich & De Groot, 1990; Zimmerman, 2000, 2002; Zimmerman & Schunk, 2008).”
• The effects of self-regulated learning training on community college students’ metacognition and achievement in developmental math courses (2016, background): “Because lower level achievers tend not to display high levels of SRL, training in SRL strategies may promote academic achievement in students by offering strategies for comprehending challenging material (Bol & Garner, 2011; Zimmerman, 2002).”
• Rubrics to assess critical thinking and information processing in undergraduate STEM courses (2020, methodology): “Zimmerman’s theory of selfregulated learning (Zimmerman, 2002) provides a rationale for tailoring assessments to provide feedback to both students and instructors.”
• The effects of diaries on self-regulation strategies of preservice science teachers (2010, result): “Contrary to previous ideas, it is judged that self-regulation process such as goal setting, using strategy and self-evaluation can be taught by parents, friends and teachers (Zimmerman, 2002).”
• Self-efficacy and achievement goals as motivational links between perceived contexts and achievement (2014, background): “Students who are motivated to learn are more likely to engage in adaptive learning processes such as paying attention in class, organising and rehearsing learned information, setting goals and plans for studying and regulating effort when difficulties arise (Zimmerman, 2002).”
• Procrastination and self-efficacy: Tracing vicious and virtuous circles in self-regulated learning (2014, background): “Thus, many students seem to believe that they are able to self-regulate effectively when it is required (Zimmerman, 2002).”
• The relationship between parental involvement, self-regulated learning, and reading achievement of fifth graders: a path analysis using the ECLS-K database (2010, background): “Researchers in the field of self-regulated learning (SRL) emphasize that students are more effective when they take a purposeful role in their own learning process (Grolnick et al. 1999; Martinez-Pons 2002; Puustinen and Pulkkinen 2001; Zimmerman 2002; Zimmerman and Martinez-Pons 1986, 1988).”