Differences in Self-Regulation for Online Learning Between First- and Second-Generation College Students

By P. Williams, C. Hellman. 2004

121 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/82a1b2437cf6638a08d6b4c998e4d4d5e263dbc5

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. Claudine M. Costich
2. Fielding I. Winters
3. Jeffrey Alan Greene
4. Izaskun Ibabe
5. Joana Jauregizar
6. Roger Azevedo
7. Ernesto Panadero
8. A. Efklides

In Education

1. Claudine M. Costich
2. Fielding I. Winters
3. Jeffrey Alan Greene
4. Izaskun Ibabe
5. Joana Jauregizar
6. Roger Azevedo
7. Ernesto Panadero

In Sociology and Political Science

1. Jeffrey Alan Greene
2. Izaskun Ibabe

Citations in the corpus

• Online self-assessment with feedback and metacognitive knowledge (2010, background): “As research on the self-regulation process in higher education has shown, students with higher academic achievement are self-regulated students (Nota et al. 2005; Williams and Hellman 2004 ).”
• Self-Regulation of Learning within Computer-based Learning Environments: A Critical Analysis (2008, background): “Using a questionnaire developed in part from Bandura’s (1989) Multi-dimensional SelfEfficacy Scales, Williams and Hellman (2004) found that compared to first-generation college students, second-generation college students reported statistically significantly greater self-efficacy for SRL skills rela”