Self-Regulation of Academic Learning in Middle-Level Schools

By Myron H. Dembo, Martin J. Eaton. The Elementary school journal, 2000

238 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Social Psychology

View Paper: https://www.semanticscholar.org/paper/a55f7d26296723ac88dedb01beb1d60ac3c98858

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. Charlotte Dignath
2. Ernesto Panadero
3. B. Zimmerman
4. T. Cleary
5. M. Veenman
6. S. Sungur
7. C. Tekkaya
8. Michael M. Grant

In Education

1. Charlotte Dignath
2. T. Cleary
3. M. Veenman
4. S. Sungur
5. C. Tekkaya
6. B. Zimmerman
7. Michael M. Grant
8. Roger Azevedo

In Social Psychology

1. T. Cleary
2. B. Zimmerman
3. Charlotte Dignath
4. M. Veenman
5. S. Sungur
6. Michael M. Grant
7. C. Tekkaya
8. Ernesto Panadero

Citations in the corpus

• Self-Regulation Empowerment Program: A School-Based Program to Enhance Self-Regulated and Self-Motivated Cycles of Student Learning. (2004, background): “Unfortunately, students who struggle in school not only have a poor knowledge base of effective strategies but also do not understand how to select, evaluate, and adjust faulty strategies when they are not working effectively ( Dembo & Eaton, 2000; Weinstein, Husman, & Dierking, 2000; Zimmerman, 20”
• Modeling the Relationships among Students' Motivational Beliefs, Metacognitive Strategy Use, and Effort Regulation (2007, background): “Results of many studies show that motivational beliefs significantly affect the use of metacognitive strategies employed by students (Al‐Ansari, 2005 ; Dembo & Eaton, 2000 ; Neber & Schommer‐Aikins, 2002 ; Pintrich & De Groot, 1990 ; Shu‐Shen, 2002 ; Tung‐hsien, 2004 ; Valle et al, 2003 ).”
• Motivation and Achievement of Middle School Mathematics Students (2017, background): “Moreover, Dembo and Eaton (2000) established the middle-level grades as a critical point in the trajectory toward mathematics learning and beliefs about ability.”
• The Role of Teachers’ Self-regulatory Capacities in the Implementation of Self-regulated Learning Practices (2014, background): “Many researchers to date showed how adjustments made to the learning environment and teaching practices resulted in positive effects on pupils’ development of SRL (Dembo & Eaton, 2000; Paris & Paris, * Corresponding Author name.”
• Learning, Beliefs, and Products: Students' Perspectives with Project-Based Learning. (2011, background): “Elements of motivational theory may be integrated into project-based learning, such as choice of content and learning, control for learning, and decisions and challenges to maintain interest (Dembo & Eaton, 2000; Turner & Paris, 1995).”
• The Role of Direct Strategy Instruction and Indirect Activation of Self-Regulated Learning—Evidence from Classroom Observation Studies (2020, background): “In this way, the activation of prior knowledge facilitates the learner to monitor (Butler and Winne 1995), and to formulate challenging goals (Dembo and Eaton 2000).”
• Effects of Problem-Based Learning and Traditional Instruction on Self-Regulated Learning (2006, background): “Research findings reveal that students with a high sense of self-efficacy tend to use cognitive and metacognitive strategies and persist in difficult or uninteresting tasks (Dembo & Eaton, 2000; Neber & Schommer-Aikins, 2002; Pintrich & DeGroot, 1990; Shu-Shen, 2002).”