Classroom Applications of Research on Self-Regulated Learning

By S. Paris, Alison H. Paris. 2001

1,387 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/8501fda69f5f5eb107705bce601e8a7701570891

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In Developmental and Educational Psychology

Citations in the corpus

Turkish high school students' biology achievement in relation to academic self-regulation (2007, methodology): “According to Paris and Paris (2001), teachers should create open-ended environments with emphasis placed on working together to guide students to more effective approaches to learning and less emphasis on workbook exercises and routine tasks, in order to promote selfregulated learning.”
Self-Regulated Learning in the Classroom: A Literature Review on the Teacher's Role (2012, background): “For example, Paris and Paris [32] provide an incredibly informative literature review that categorizes relevant research into two groups, both of which focused on promoting SRL in students.”
Self-regulation in Higher Education Teacher Learning (2005, positive): “To conclude, by trying to deﬁne the concept of self-regulated teacher learning, it appears that over the past 30 years deﬁnitions of SRL have become increasingly encompassing (Paris and Paris 2001).”
Accuracy of students' self‐assessment and their beliefs about its utility (2010, background): “Paris and Cunningham 1996 ; Paris and Paris 2001 ) support the premise that processes of self‐regulated learning enable the learner to monitor, direct and regulate his actions towards goals of information acquisition, expanding expertise and self‐improvement.”
Conceptualization, Measurement, and Improvement of Classroom Processes: Standardized Observation Can Leverage Capacity (2009, background): “The theoretical underpinnings of this domain include work on children’s self-regulatory skills (Blair, 2002; Paris & Paris, 2001; Raver, 2004) and studies examining actual classroom practices that contribute to students’ self-regulatory abilities (see Arnold, McWilliams, & Arnold, 1998; Cameron,…”
Effects of Problem-Based Learning and Traditional Instruction on Self-Regulated Learning (2006, background): “…learning (PBL), which places responsibility on students to access information, to achieve goals, and to monitor understanding, can be used by teachers to support the development of self-regulated learning (Karabulut, 2002; Paris & Paris, 2001; Perry, Vandekamp, Mercer, & Nordby, 2002).”
Student responses to criteria‐referenced self‐assessment (2007, background): “Many of the claims are related to learner autonomy (Stallings & Tascione, 1996; Hart, 1999; Paris & Paris, 2001), including increases in metacognitive engagement (Rivers, 2001).”
Teaching learning strategies. The role of instructional context and teacher beliefs (2015, background): “In general, there are two possibilities for teachers to promote learning strategies in the classroom (Paris & Paris, 2001): implicitly and explicitly.”
To rubric or not to rubric? The effects of self-assessment on self-regulation, performance and self-efficacy (2014, methodology): “The use of these two strategies by students is known as self-assessment, which involves internalising standards so that they can regulate their own learning, and are then able to evaluate their actions and have higher accuracy to detect their failures and how to correct them (Paris & Paris, 2001).”
The Effects of School-Based Writing-to-Learn Interventions on Academic Achievement: A Meta-Analysis (2004, background): “Teaching students these strategies can improve their academic success (Hattie, Biggs, & Purdie, 1996; Paris & Paris, 2001).”