Acquiring writing revision and self-regulatory skill through observation and emulation.

By B. Zimmerman, Anastasia Kitsantas. 2002

429 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/8de1efed81640022b3484edc9f718acb66d4da3b

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. Fred Paas
2. Tamara van Gog
3. Ernesto Panadero
4. Alexander Renkl
5. Richard E. Mayer
6. J. V. van Merriënboer
7. Roger Azevedo
8. John Sweller

In Education

1. Fred Paas
2. Tamara van Gog
3. Ernesto Panadero
4. Richard E. Mayer
5. Roger Azevedo
6. J. V. van Merriënboer
7. Alexander Renkl
8. Logan Fiorella

In Experimental and Cognitive Psychology

1. Fred Paas
2. Tamara van Gog
3. Richard E. Mayer
4. J. V. van Merriënboer
5. John Sweller
6. Logan Fiorella
7. Alexander Renkl
8. Pieter Wouters

Citations in the corpus

• Feedback providing improvement strategies and reflection on feedback use: Effects on students’ writing motivation, process, and performance (2012, methodology): “The use of writing revision strategies was modeled in a study of Zimmerman and Kitsantas (2002).”
• Effectiveness of the Self-Regulation Empowerment Program With Urban High School Students (2008, background): “…the impact of brief training protocols in one or two self-regulation processes (e.g., goal-setting, self-monitoring) on discrete academic skills, such as the number of math problems solved correctly or writing grammatically correct sentences (Schunk & Swartz, 1993; Zimmerman & Kitsantas, 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): “Self-regulation phases are cyclical because self-reflection on current actions affects subsequent effort (Zimmerman 1998, 2000, 2002; Zimmerman and Bandura 1994; Zimmerman and Kitsantas 1997, 1999, 2002 ).”
• A Review of Self-regulated Learning: Six Models and Four Directions for Research (2017, methodology): “Zimmerman conducted work with Kitsantas and Cleary that tested the Multi-level model (Zimmerman and Kitsantas, 1997, 1999, 2002; Kitsantas et al., 2000).”
• Motivation and self-regulated strategy use: Relationships to primary school students’ English writing in Hong Kong (2019, background): “At the two advanced stages of SRL, the high achievers mainly focused on performance goals and have achieved automaticity in their learning behaviors (Zimmerman & Kitsantas, 2002).”
• A Theoretical Review of Winne and Hadwin’s Model of Self-Regulated Learning: New Perspectives and Directions (2007, background): “For example, Zimmerman and Kitsantas (2002) described how certain kinds of modeling lead to increases in self-efficacy, among other things.”
• Training Advanced Writing Skills: The Case for Deliberate Practice (2009, methodology): “At the level of specific techniques, Zimmerman and Kitsantas (2002) found that college students learned to combine sentences best when they practiced after observation of a model performing a procedure for combining two sentences and when external feedback was provided.”
• Effects of two Types of Self-Regulatory Instruction Programs on Students with Learning Disabilities in Writing Products, Processes, and Self-Efficacy (2006, methodology): “This type of emulative experience provides aspiring writers with behavioural and social feedback to refine their performance and to develop self-regulative standards that are essential for higher levels of learning (Zimmerman & Kitsantas, 2002).”
• Why study time does not predict grade point average across college students: Implications of deliberate practice for academic performance (2005, result): “Consistent with these ideas, many of the recent studies of self-regulated learning in college students have focused on shorter-term activities with particular learning tasks that can be monitored under controlled conditions (Peverly, Brobst, Graham, & Shaw, 2003; Zimmerman & Kitsantas, 2002).”
• Interactivity in Video-based Models (2007, methodology): “The social cognitive model of sequential skill acquisition (Schunk and Zimmerman 1997; Zimmerman and Kitsantas 2002) describes how learners initially start with observing a model, but then start practicing and gradually learn how to self-regulate their own performance.”
• A Motivational View of Constructivist‐informed Teaching (2005, background): “Similarly, Zimmerman and Kitsantas (2002) found that a “coping model”, of a person who gradually improved his or her technique, was more effective in raising self-efficacy among observers than a “mastery model”, of a person who performed that technique flawlessly.”