Bringing about Change in the Classroom: Strengths and Weaknesses of the Self-Regulated Learning Approach. EARLI Presidential Address, 2001.

By M. Boekaerts. 2002

185 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Social Psychology

View Paper: https://www.semanticscholar.org/paper/ca9739985619f5d14fcc54861f1b90f0bb5e0ef2

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In Developmental and Educational Psychology

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In Social Psychology

Citations in the corpus

Measuring Self-Regulated Learning Processes through Tracking Patterns of Student Interaction with Achievement Activities (2006, background): “ Boekaerts (2002) has argued that the key to understanding both the dynamics of selfregulated learning and how to create classroom environments that promote self-regulation, is to appreciate that self-regulation is about aptitude and about outcome.”
Group work at university: significance of personal goals in the regulation strategies of students with positive and negative appraisals (2006, background): “Students’ engagement in both forms of other regulation highlighted the social nature of learning and the importance of broadening the construct of self-regulation (Boekaerts, 2002) to reflect its social nature (Volet et al., submitted).”
Feedback and self‐regulated learning: insights from supervisors’ and PhD examiners’ reports (2010, background): “In doctoral education, however, SRL does not seem to play any role at all, be it as a ‘disturbance’ or, positively viewed, as a ‘challenge’ (Boekaerts, 2002, p. 603).”
What Teachers Think about Self-Regulated Learning: Investigating Teacher Beliefs and Teacher Behavior of Enhancing Students’ Self-Regulation (2012, background): “The probably most-quoted definition of SRL [10], grounded on social-cognitive theory, stems from Schunk and Zimmerman [11]: SRL means the learners’ “.”
Student-centred and teacher-centred learning environment in pre-vocational secondary education: Psychological needs, and motivation (2014, background): “Teachers gradually hand over responsibilities for the learning process (Boekaerts 2002).”
Instructing Low‐Achievers in Mathematical Word Problem Solving (2010, background): “It is critical to find ways to support both task orientation and metacognition while teaching cognitive strategies (Boekaerts, 2002; Borkowski et al., 1992; Bottge, 2001; De Corte, Verschaffel, & Masui, 2004; Lehtinen et al., 1995; Mayer, 1998), because long-term metacognitive and motivational incom”
Metacognition in Young Children (2009, background): “Boekaerts (2002) likened the complexity of learning environments to a rainforest ecosystem.”
Effects of elicited reflections combined with tutor or peer feedback on self-regulated learning and learning outcomes (2007, background): “Research has shown that fostering students to become self-regulated learners is complicated (e.g., Boekaerts, 2002; Sanz de Acedo Lizarraga, Ungarte, Cardelle-Elawar, Iriarte, & Sanz de Acedo Baquedano, 2003; Van Velzen, 2002) and should be seen as a longterm process (Pressley, 1995; Winne & Perry,…”
Quality of teaching in four european countries : a review of the literature and application of an assessment instrument (2007, background): “Research shows clear relationships between pupil self-management and learning results (Brown, 1978; Ellis & Friend, 1991; Ellis & Worthington, 1994; Boekaerts, 2002).”
Understanding the association between future time perspective and self-regulated learning through the lens of self-determination theory (2011, background): “In contemporary educational research, self-regulated learning plays a central role and various researchers have proposed somewhat different models of self-regulated learning (Boekaerts, 1997, 2002; Pintrich & De Groot, 1990; Schunk & Zimmerman, 1994; Winne, 1995).”