Self-regulated learning and academic achievement : theoretical perspectives

By B. Zimmerman, D. Schunk. 2001

1,946 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/8ab57dac7071be5b707a9774241859a2795afddb

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In Developmental and Educational Psychology

Citations in the corpus

Rethinking College Students' Self-Regulation and Sustained Attention:Does Text Messaging During Class Influence Cognitive Learning? (2012, background): “…trigger habitual behaviors with minimum effort (Bargh, 1996), classroom learning demands that students use volitional control to fulfill academic demands, such as paying attention to lectures, comprehending new information, answering questions, and engaging in discussions with peers (Corno, 2001).”
Scaffolding Deep Comprehension Strategies Through Point&Query, AutoTutor, and iSTART (2005, background): “Self-regulated learning occurs when learners create their own goals for learning and then follow up in achieving these goals by monitoring, regulating, and controlling their thoughts and behavior (Azevedo & Cromley, 2004; Winne, 2001; Zimmerman, 2001).”
Engaged Participation versus Marginal Nonparticipation: A Stridently Sociocultural Approach to Acheivement Motivation (2003, background): “The model is perhaps best understood as it contrasts with the more ubiquitous self-regulated learning (SRL; e.g., Schunk, 2001).”
Regulation During Cooperative and Collaborative Learning: A Theory-Based Review of Terms and Concepts (2015, background): “The social mediation takes place by externalization and internalization (McCaslin & Hickey, 2001; Nolen & Ward, 2008).”
Discovering Emotion in Classroom Motivation Research (2002, background): “In addition, theoretical frameworks have been articulated that emphasize a mutual reciprocity between the learner and the environment (McCaslin & Hickey, 2001a, 2001b; Yowell & Smylie, 1999).”
Motivational Profile and Academic Achievement Among Students Enrolled in Different Schooling Tracks (2003, background): “…variable in a number of motivational models in the academic environment, such as the ones posited by Eccles (Eccles et al., 1989, 1993), Pintrich (Pintrich & De Groot, 1990; Pintrich & Garcia, 1991; Pintrich & Schrauben, 1992), or Winne (Winne & Hadwini, 1998; Winne, 2001), to name but those few.”