Self-regulated learning viewed from models of information processing.

By Philip H. Winne. 2001

572 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/9c33e0fb9bbe46a34ef37d332e1445062225147d

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Citations in the corpus

Working memory capacity and reading skill moderate the effectiveness of strategy training in learning from hypertext (2008, background): “When learning strategies have only recently been acquired, in particular, their use poses great demands on working memory capacity, which in turn may have deteriorating effects on learning (Sweller, van Marrienboer, & Paas, 1998; Winne, 2001).”
The Role of Self-Regulated Learning in Fostering Students' Conceptual Understanding of Complex Systems with Hypermedia (2004, background): “cognition, motivation, and behavior in the service of those goals (Winne, 2001; Winne & Hadwin, 1998; Zimmerman & Schunk, 2001).”
Source Evaluation, Comprehension, and Learning in Internet Science Inquiry Tasks (2009, background): “…the majority of the students did not engage in many of the behaviors that are part of an ideal self-regulated learning process, consistent with previous findings in the reading-to-learn literature (Azevedo & Cromley, 2004; Graesser et al., 2007; Pressley, 2002; Thiede et al., 2003; Winne, 2001).”
The Effects of School-Based Writing-to-Learn Interventions on Academic Achievement: A Meta-Analysis (2004, background): “Models of learning and writing can show remarkable similarity (e.g., Emig, 1977; Hayes, 2000; Winne, 2001).”
Metacognition, achievement goals, study strategies and academic achievement: pathways to achievement (2008, background): “The major models of self-regulated learning differ in their specific perspectives on selfregulation and employ different terminologies (e.g. Boekaerts 1997; Pintrich 2004; Schunk 2001; Winne 2001; Zimmerman and Schunk 2001).”
The Role of Epistemic Beliefs in Self-Regulated Learning (2007, background): “…in the selfregulated learning literature, there are a number of models and frameworks that theorists have proposed, each offering an alternative perspective about the various components of selfregulated learning, how it functions, what it accomplishes, and why it succeeds or fails (Winne, 2001).”
Using multiple, contextualized data sources to measure learners’ perceptions of their self-regulated learning (2015, background): “…learners take an active approach to learning by planning, monitoring, and adapting in order to reach self-set goals (Boekaerts and Corno 2005; Winne 1997, 2001; Winne and Hadwin 1998; Zeidner et al. 2000; Zimmerman 1986, 1989), and several theoretical models of SRL have been proposed (e.g.,…”
The Relation Between Self-Regulated Learning and Academic Achievement Across Childhood and Adolescence: A Meta-Analysis (2015, unknown): “This definition has served as a springboard for several theoretical models (e.g., Winne 2001; Zimmerman 1989).”
Learning With Computer-Based Learning Environments: A Literature Review of Computer Self-Efficacy (2009, methodology): “Previous research using Winne and Hadwin’s (1998; Winne, 2001) theoretical framework of self-regulated learning (SRL) has demonstrated that the use of self-regulatory processes facilitates learning with CBLEs (Lajoie & Azevedo, 2006).”
Self-regulated learning: the role of motivation, emotion, and use of learning strategies in students’ learning experiences in a self-paced online mathematics course (2015, background): “…value, and (c) controlled negative emotions in learning (Abar & Loken, 2010; Artino, 2007; Azevedo et al., 2008; Boekaerts & Corno, 2005; Kuo et al., 2014; Pekrun et al., 2010; Pintrich, 2004; Winne, 2001; Zimmerman, 2011), our research findings add empirical evidence to the body of SRL research.”
Motivation and Self-Regulated Learning Influences on Middle School Mathematics Achievement (2017, background): “Several theoretical models conceptualize and delineate a host of processes underlying academic SRL (Boekaerts & Niemivirta, 2000; Efklides, 2011; Winne, 2001; Zimmerman, 2000).”
Does adaptive scaffolding facilitate students ability to regulate their learning with hypermedia? q (2004, methodology): “…(e.g., Azevedo, & Lajoie, 1998; Lajoie, Azevedo, & Fleiszer, 1998) ハイパーメディア環境における Scaffolding：必ずしも新しいものではないしかし，複雑な課題において，埋め込まれた Scaffold が SRL をサポートするという実証研究はほとんどない． Scaffold なしのハイパーメディア環境・概念理解の失敗（Greene & Land, 2000; Hill & Hannafin, 1999）・成功した生徒と失敗した生徒による自己調整の差(Azevedo et al., in press)…”