The Hidden Dimension of Personal Competence: Self-Regulated Learning and Practice.

By B. Zimmerman, Anastasia Kitsantas. 2005

262 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/bcbb26e772313e875351f8282d19308e6215a24e

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Citations in the corpus

Sources of Middle School Students’ Self-Efficacy in Mathematics: A Qualitative Investigation (2009, background): “Having a stock of such self-regulatory strategies served to put into place for some students what Zimmerman and Kitsantas (2005) called a self-empowering cycle that enhances both confidence and competence in mathematics.”
Testing for Factorial Invariance in the Context of Construct Validation (2010, background): “For example, there is strong evidence that self-regulation is positively related to student academic achievement (Kornell & Metcalfe, 2006; Zimmerman & Kitsantas, 2005).”
Understanding learner agency as a complex dynamic system (2011, background): “Other key self-regulatory processes include goal setting, strategic knowledge and skills and time management (Zimmerman and Kitsantas, 2005: 510).”
Effects of Self-Correction Strategy Training on Middle School Students' Self-Efficacy, Self-Evaluation, and Mathematics Division Learning (2008, background): “Research indicates that self-regulatory skills improve students’ academic performance (Zimmerman, 2002; Zimmerman & Kitsantas, 2005).”
Interacting with limited mobility resources: Psychological range levels in electric vehicle use (2013, background): “Finally, daily practice has been identified as key for promoting self-regulatory skills (Zimmerman and Kitsantas, 2005).”
Thriving With Social Purpose: An Integrative Approach to the Development of Optimal Human Functioning (2007, background): “…imagery) in ways that are expected to facilitate progress toward the desired outcome(s), and informational processes (e.g., self-monitoring and self-evaluation processes) that report back to motivational headquarters on how things are going (Baumeister & Vohs, 2004; Zimmerman & Kitsantas, 2005).”
Rubrics and Self-Assessment Scripts Effects on Self-Regulation, Learning and Self-Efficacy in Secondary Education. (2012, background): “…– for example, instructions and feedback – that can affect personal factors influencing self-regulation such as motivation and self-efficacy (Alonso-Tapia & Fernandez, 2008; Black & William, 1998; Efklides, 2011; Pardo & Alonso-Tapia, 1992; Urdan & Turner, 2005; Zimmerman & Kitsantas, 2005).”
Third wave of measurement in the self-regulated learning field: when measurement and intervention come hand in hand (2016, background): “If students can observe a model using the instruments and/or receive feedback on their own use, the potential for learning increases according to the development of SRL skills (Zimmerman & Kitsantas, 2005).”
Enhancing interest and performance with a utility value intervention. (2010, methodology): “Self-regulation skills that help students learn and stay motivated enable them to know when to connect material to their lives, thereby helping them be more engaged and interested (Sansone & Thoman, 2005; Zimmerman & Kitsantas, 2005).”
Metacognition, achievement goals, study strategies and academic achievement: pathways to achievement (2008, background): “Goal setting takes place in the first phase of the self-regulatory process (e.g. Pintrich 2004; Zimmerman and Kitsantas 2005).”
Self-Regulated Learning: Key strategies and their sources in a sample of adolescent males (2013, background): “…development are typically grounded in a social cognitive perspective (e.g., Biemiller, Shany, Inglis, & Meichenbaum, 1998; Zimmerman & Bonner, 1996; Zimmerman & Kitsantas, 2005) in which intellectual development and social functioning are closely related and cannot be separated from the contexts…”
A Review of Self-regulated Learning: Six Models and Four Directions for Research (2017, background): “Fourth, Zimmerman has developed different measures of self-efficacy to self-regulate (Zimmerman and Kitsantas, 2005, 2007) and calibration measures of self-efficacy and self-evaluation (Zimmerman et al., 2011).”
Temperament in the Classroom (2012, unknown): “Valiente, and Eggum (2010), which high lights the importance of social competence, and also Zimmerman and Kitsantas (2005), which places special emphasis on diverse self-regulatory strategies that optimize per formance in preparation, execution, and later reflection of learning opportunities.”