Self-regulation: Where metacognition and motivation intersect.

By B. Zimmerman, Adam Moylan. 2009

764 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/a0841ded7dd187dde2b80c4953658940b041a4af

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In Developmental and Educational Psychology

In Education

Citations in the corpus

The Future of Student Self-Assessment: a Review of Known Unknowns and Potential Directions (2016, methodology): “Consistent with the cyclical model of SRL, a retrospective self-reflection on performance qualities must feed into a variety of planning, goal-setting, motivation, learning strategies, and metacognitive performance monitoring processes to ensure improvement (Zimmerman & Moylan, 2009).”
How do students self-regulate? Review of Zimmerman"s cyclical model of self-regulated learning (2014, methodology): “In 2003, the processes were included in the figure (Zimmerman & Campillo, 2003) and in 2009 the model was revised (Zimmerman & Moylan, 2009) (Figure 1) including more processes in the performance phase and defining in more details all the processes and how they interact. anales de psicología, 2014,…”
A Review of Self-regulated Learning: Six Models and Four Directions for Research (2017, methodology): “Finally, in Zimmerman and Moylan (2009) the model underwent some tweaks (Figure 3), including new metacognitive and volitional strategies in the performance phase.”
Effects of self-assessment on self-regulated learning and self-efficacy: Four meta-analyses (2017, background): “…Paris & Paris, 2001); SRL is dependent on selfassessment – via self-monitoring and self-evaluation – to support student learning (Butler & Winne, 1995; Zimmerman & Moylan, 2009); and self-efficacy is thought to enhance students’ activation and use of regulatory strategies, such as monitoring and…”
Transfer of metacognitive skills in self-regulated learning: an experimental training study (2020, background): “…self-regulated learning are therefore doubtful (Sweller and Paas 2017), this aspect of metacognitive knowledge should be incorporated in established models of SRL (Boekaerts 1996; Efklides 2011; Hadwin et al. 2017; Pintrich 2000; Winne 2017; Winne and Hadwin 1998; Zimmerman and Moylan 2009).”
Self-Regulated Learning: Key strategies and their sources in a sample of adolescent males (2013, neutral): “In addition, self-regulated learning is closely linked to motivation (Cleary & Zimmerman, 2012; Efklides, 2011; Kadhiravan, 2012; Bakracevic Vukman & Licardo, 2010; Zimmerman & Moylan, 2009).”
Metacognitive monitoring and control in elementary school children: Their interrelations and their role for test performance (2014, background): “…boredom), this way impacting onmetacognitive experiences, control processes (e.g., investingmore effort in retrieving information, termination of memory search, revising answers), but also on learning or test outcomes (Efklides, 2006, 2008; Kleitman & Stankov, 2001; Zimmerman & Moylan, 2009).”
The Big Five personality traits, goal orientations, and academic achievement (2017, background): “The self-reflection phase consists of self-judgments (self-evaluation and causal attributions) and self-reactions (self-satisfaction and adaptive/defensive decisions about the learner'swillingness to engage in further cycles of learning) (Zimmerman & Moylan, 2009).”
To rubric or not to rubric? The effects of self-assessment on self-regulation, performance and self-efficacy (2014, methodology): “A total of 12 strategies were identi ﬁ ed and organised around the three self-regulation phases, according to Zimmerman ’ s model (Zimmerman & Moylan, 2009).”
The Impact of Metacognitive Instruction on Creative Problem Solving (2015, background): “However, the extent to which metacognitive processes are applied by the learner will largely depend on a number of sources of motivation (e.g., self-efficacy) being present (Zimmerman & Moylan, 2009).”
Scaffolding Self-Regulated Learning Through Self-Assessment and Peer Assessment: Guidelines for Classroom Implementation (2016, methodology): “When students understand the reasons for a weak performance, they can more easily attribute their level of performance to factors that they can potentially influence (Panadero and Alonso-Tapia 2013; Zimmerman and Moylan 2009).”
How Individual Self-Regulation Affects Group Regulation and Performance (2015, methodology): “…learners perform the task, adjust their plan while self-monitoring progress, and activate strategies to attend to it; and (c) evaluation—where strategies and results are evaluated with respect to the strategies used and results achieved (Panadero & AlonsoTapia, 2014; Zimmerman & Moylan, 2009).”
A cyclical self-assessment process: towards a model of how students engage in self-assessment (2017, background): “The assessment criteria selected by students have significant influence on their perceived outcomes and motivation in subsequent learning (Zimmerman and Moylan 2009) and the use of course requirement or prior performance for comparison in self-assessment seems rational.”
Third wave of measurement in the self-regulated learning field: when measurement and intervention come hand in hand (2016, methodology): “(Panadero & Alonso-Tapia, 2014, p. 455) Therefore, Zimmerman and Moylan (2009) propose a procedure to evoke greater reactivity through the use of students’ self-recordings.”