Self-Regulation and Academic Learning

By D. Schunk, Peggy A. Ertmer. 2000

381 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Social Psychology

View Paper: https://www.semanticscholar.org/paper/91482f7d503ef6596f5a78f2b0d3239bdbd35c4b

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In Developmental and Educational Psychology

In Education

In Social Psychology

Citations in the corpus

Modeling Writing Development: Contribution of Transcription and Self-Regulation to Portuguese Students' Text Generation Quality (2013, background): “For instance, if writers attain their goals by planning or revising, their self-efficacy increases and they continue using these strategies (Schunk & Ertmer, 2000).”
Goals, Efficacy and Metacognitive Self-Regulation A Path Analysis (2010, background): “…goal orientation, and learning strategies (Bartels & Jackson, 2009; Bouffard-Bouchard, Parent, & Larivee, 1991; Dembo, 2000; Middleton & Midgley, 1997; Paulsen & Gentry, 1995; Pintrich & Schunk, 2002; Schunk & Ertmer, 2000; Schunk, 1990, 1994, 2001; Zimmerman, 2000; Wolters, Yu, & Pintrich, 1996).”
Academic buoyancy and psychological risk: Exploring reciprocal relationships ☆ (2013, background): “…prior work identifying self-efficacy as a key element in resilience (Rutter, 1987) and academic buoyancy (Martin & Marsh, 2006; Martin et al., 2010) and successful interventions that have been conducted in enhancing self-efficacy (e.g., O'Mara, Marsh, Craven, & Debus, 2006; Schunk & Ertmer, 2000).”
High self-control predicts more positive emotions, better engagement, and higher achievement in school (2014, background): “control (e.g., Blair and Diamond 2008; Schunk and Ertmer 2000).”
Investigating the Influence of Attribution Styles on the Development of Mathematical Talent (2007, background): “Self-regulation refers to the process through which self-generated thoughts, feelings, and actions are planned and systematically adapted as necessary to affect one’s learning and motivation (Schunk & Ertmer, 2000; Zimmerman, 2000).”
Handbook of Self-Regulation of Learning and Performance (2011, background): “In their social cognitive models of self-regulation Pintrich and Zusho (2002), Schunk and Ertmer (2000), and Zimmerman (2000) discuss separate phases of self-regulation.”
Task Value, Self-Efficacy and Goal Orientations: Impact on self-regulated learning, choice and performance among university students (2007, background): “…Miller, Behrens, & Greene, 1993; Pintrich, 1989, 1999; Pintrich & De Groot, 1990; Pintrich & Garcia, 1991; Pintrich & Schrauben, 1992; Pokay & Blumenfeld, 1990; Schunk & Ertmer, 2000; Silver, Smith, & Greene, 2001; Wolters & Pintrich, 1998; Zimmerman, 2000, 2002; Zimmerman & Martinez-Pons, 1992).”
How leaders differentially motivate safety compliance and safety participation: The role of monitoring, inspiring, and learning (2013, background): “From a self-regulatory motivational perspective, individuals tend to show more interest in activities that they value (Schunk and Ertmer, 2000).”
Differences in Self-Regulation for Online Learning Between First- and Second-Generation College Students (2004, background): “Academic self-regulation depends on students developing a confidence in their ability to perform well on learning tasks (e.g., academic self-efficacy; Bouffard-Bouchard, Parent, and Larivee, 1991; Schunk and Ertmer, 2000).”
Individual differences in self-regulated learning: Exploring the nexus of motivational beliefs, self-efficacy, and SRL strategies in EFL writing (2021, background): “Schunk and Ertmer (2000) summarized that students with high self-efficacy tended to actively engage in learning activities with longer persistence and effectively deploy a range of SRL strategies.”