Modeling the Relationships among Students' Motivational Beliefs, Metacognitive Strategy Use, and Effort Regulation

By S. Sungur. 2007

173 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/d051c420bce84b4042b0cccd1c25a70fb471b414

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In Developmental and Educational Psychology

In Experimental and Cognitive Psychology

Citations in the corpus

Elementary Students' Metacognition and Epistemological Beliefs Considering Science Achievement, Gender and Socioeconomic Status (2009, background): “Several researchers (Sungur & Senler, 2009; Sungur, 2007; Yumusak, Sungur, & Cakiroglu) in”
Predicting Critical Thinking Skills of University Students through Metacognitive Self-Regulation Skills and Chemistry Self-Efficacy. (2013, background): “Research studies indicated a positive significant relationship between self-efficacy and self-regulatory strategies (Çapa Aydın et al.; Ramdass & Zimmerman, 2008; Schnoll & Zimmerman, 2001; Schunk & Ertmer, 1999, 2005; Sungur, 2007; Zimmerman, 2000).”
Motivational and affective determinants of self-regulatory strategy use in elementary school mathematics (2015, background): “Most previous studies examining the relations between achievement goals and learning strategies focused on adolescent and college students (e.g. Howell & Watson, 2007; Sungur, 2007; Weinstein et al., 2011; Wolters, 2004).”
Self-regulation in online learning (2013, methodology): “Through path analysis, Sungar (2007) reported that student effort regulation is explained mostly in terms of two variables: metacognitive regulation and self-efficacy.”
Student Motivation in Constructivist Learning Environment. (2016, background): “Ed., 12(2), 233-247 based on everyday experiences or metacognitive strategies to increase students’ self-efficacy (Kirbulut, 2012; Pintrich & Garcia, 1991; Sungur, 2007).”
The development of academic procrastination in first-year secondary education students: The link with metacognitive self-regulation, self-efficacy, and effort regulation (2018, background): “…has been barely investigated yet, its connections with selfefficacy, motivational, and metacognitive constructs (Komarraju & Nadler, 2013; Strunk & Steele, 2011; Sungur, 2007) give strong indications for the claim that effort regulation is inversely related to academic procrastination.”