Attaining self-regulation: A social cognitive perspective.

By B. Zimmerman. 2000

5,809 citations recorded by the source corpus.

Subfields: Applied Psychology, Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/af8f1bf40fa55fd37d5a32a513f3f2d61b3dcae2

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In Applied Psychology

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Citations in the corpus

Development and Initial Validation of the Online Learning Value and Self-Efficacy Scale (2008, background): “Social cognitive theories of self-regulation (Pintrich, 1999; Zimmerman, 2000) stress the importance of students’ motivational beliefs in all phases of selfregulation.”
Assessing and Predicting College Students’ Use of Strategies for the Self-Regulation of Motivation (2013, methodology): “Cognitive and metacognitive activities are typically viewed as core features of what it means to be a self-regulated learner (Boekaerts, 1996; Pintrich, 2000; Winne & Hadwin, 2008; Zimmerman, 2000).”
Development of the human interaction dimension of the Self‐Regulated Learning Questionnaire in asynchronous online learning environments (2009, background): “…many self-regulated learning researchers have argued that students’ affect should be considered as a factor in selfregulated learning processes (Boekaerts, 1995; Pintrich et al., 1993; Weinstein, Zimmerman, & Palmer, 1988; Zimmerman, 2000), little empirical research has investigated its role.”
Linking Self-Regulation and Risk Proneness to Risky Sexual Behavior: Pathways through Peer Pressure and Early Substance Use (2006, background): “SELF-REGULATION AND SEXUAL RISK TAKING Self-regulation denotes a capacity to regulate attention, affect, and behavior in ways that are attuned to internal and contextual demands (Kopp, 1982; Zimmerman, 2000).”
Handbook of Self-Regulation of Learning and Performance (2011, background): “As both Pintrich (2000b) and Zimmerman (2000, 2008) noted, goal setting is a particularly important part of this process.”
Early Adolescents' Perceptions of the Classroom Social Environment, Motivational Beliefs, and Engagement. (2007, background): “There is considerable research indicating that the use of self-regulatory strategies improves learning and achievement (Zimmerman, 2000a).”
Toward a Conceptual Model of Mentoring Research: Integration with Self-Regulated Learning (2013, neutral): “…as setting goals, applying and adjusting strategies to attain them, cognitively monitoring performance and progress, maintaining motivation and positive affects and beliefs about learning, and utilizing social and environmental resources to help attain goals (Lord et al. 2010; Zimmerman 2000).”
Comparing Self-Regulatory Processes Among Novice, Non-Expert, and Expert Volleyball Players: A Microanalytic Study (2002, methodology): “The present study was guided by a social cognitive perspective (Zimmerman, 2000), which incorporates goal setting, self-observation, and self-evaluation, but also other self-regulatory processes reported by Expert athletes during their practice sessions, planning, use of strategies, and attributions”
Implicit Theories of Ability and Self-regulation Strategies in Physical Education Classes (2003, background): “There are a variety of definitions of self-regulated learning (Pintrich, 2000; Winne & Perry, 2000; Zimmerman, 2000).”
How approaches to teaching are affected by discipline and teaching context (2006, background): “Self-efficacy beliefs of university teachers Self-efficacy beliefs can be defined as individuals’ beliefs about their performance capabilities in a particular domain (Bandura, 1982, 1997; Pintrich & McKeachie, 2000; Zimmerman, 2000).”
Differences in Self-Regulation for Online Learning Between First- and Second-Generation College Students (2004, background): “Zimmerman (1998, 2000) suggests that the process of self-regulation is cyclical involving three stages.”
Influencing Children's Self-Efficacy and Self-Regulation of Reading and Writing Through Modeling (2007, methodology): “The article concludes with suggested ways to apply research findings to instructional contexts to foster learners’ reading and writing skills.”
Effects of self-assessment on self-regulated learning and self-efficacy: Four meta-analyses (2017, methodology): “For example, self-efficacy is an essential subprocess in the models by both Zimmerman (2000) and Pintrich (2000).”