A Conceptual Framework for Assessing Motivation and Self-Regulated Learning in College Students

By P. Pintrich. 2004

3,161 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/8b6f237b92819484824b0e2fae0f9993323eacc7

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Investigating grit and its relations with college students’ self-regulated learning and academic achievement (2015, background): “According to Pintrich (2004), one assumption consistent within most models of SRL is that SRL processes serve as a mediator between students’ personal and background characteristics and their performance within particular contexts.”
Performance-Approach Goal Effects Depend on How They Are Defined: Meta-Analytic Evidence From Multiple Educational Outcomes (2017, background): “As with achievement goals, however, theorists disagree about how best to conceptualize those surface strategies (see Pintrich, 2004).”
Student Motivation and Learning in Mathematics and Science: A Cluster Analysis (2016, background): “The context of learning includes social and cultural elements as well as educational or instructional factors (Pintrich, 2004).”
The use of self-regulation strategies by foreign language learners and its role in language achievement (2016, background): “…enhancing learning (Masui & De Corte, 2005; Pintrich, 2000; Zimmerman & Schunk, 2008); fostering students’ ability to control and shape their own learning (Pintrich, 2004); promoting lifelong autonomous learning (Hofer & Pintrich, 1997); and assisting in professional competencies (Vermunt, 2000).”
Self-Regulated Learning: Key strategies and their sources in a sample of adolescent males (2013, background): “The skills necessary for self-regulation in academic settings such as schools have been investigated under the rubric of self-regulated learning (SRL) (e.g., Pintrich, 2000, 2004; Svinicki, 2010; Winne, 1995; Zimmerman, 2001; 2008; Zimmerman & Schunk, 2011).”
Metacognitive monitoring and control in elementary school children: Their interrelations and their role for test performance (2014, background): “…are emphasized and the precise level on which metacognitive processes are assumed to operate differs across models (Boekaerts, 1999; Efklides, 2011; Pintrich, 2004; Winne, 2001; Zimmerman, 1990): In the traditional conceptualizations of self-regulated learning metacognitive processes are…”
Online self-assessment with feedback and metacognitive knowledge (2010, background): “(c) Including both concepts in the self-regulated learning construct, following the line of Boekaerts (1999), Pintrich (2002, 2004) or Zimmerman (1995).”
Self-regulated learning strategies predict learner behavior and goal attainment in Massive Open Online Courses (2017, background): “These strategies help learners process and retain knowledge in a structured manner (Beishuizen& Steffens, 2011; Dignath& Büttner, 2008; Pintrich, 2004; Zimmerman, 2008).”
Self-directed learning: A fundamental competence in a rapidly changing world (2019, background): “…the skills necessary for self-directed learning over some period of time, which includes fostering the skills of self-regulation (see Jones 2017; Pintrich 2004; Zimmerman 1990 for a review of the self-regulation concept and wider discussion), because throughout their formal schooling up…”
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…”
The effects of resilience in learning variables on mathematical literacy performance: a study of learning characteristics of the academic resilient and advantaged low achievers in Shanghai, Singapore, Hong Kong, Taiwan and Korea (2017, background): “From the self-regulatory learning perspective (Pintrich, 2004; Pintrich & De groot, 1990), grade repetition requires the struggling learners to demonstrate academic resilience so as to circumvent the adversities and hardships ahead of them.”
Longitudinal relations between perceived autonomy and social support from teachers and students' self-regulated learning and achievement (2016, background): “Self-regulated learners control their own learning processes and direct cognitive, behavioural and motivational processes to achieve self-set learning goals (Boekaerts & Cascallar, 2006; Pintrich, 2004).”