A Self-regulated Learning Perspective on Student Engagement

By C. Wolters, Daniel J. Taylor. 2012

166 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/d4c2536826f4a38f029ac668001b0bc51893e2a8

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

In Education

Citations in the corpus

Academic self-concept, perceptions of the learning environment, engagement, and learning outcomes of university students: relationships and causal ordering (2021, background): “Given that there is a considerable amount of overlap across these strands (Wolters & Taylor, 2012; Zusho, 2017), it is possible and necessary to integrate these traditions and to explore the joint effects of these important predictors on learning.”
New Conceptual Frameworks for Student Engagement Research, Policy, and Practice (2013, background): “…engagement research, policy, and practice because it is known to help facilitate short-term and long-term competencies related to creativity, innovation, self-regulation, volitional control, and selfefficacy (Partnership for 21st Century Skills, 2008; Shunk & Mullen, 2012; Wolters & Taylor, 2012).”
The L2 motivational self system: A meta-analysis (2018, background): “Following Wolters and Taylor (2012), intended effort could be made more specific by recognizing the different ‘dimensions’ of motivated behavior.”
Engaging students emotionally: the role of emotional intelligence in predicting cognitive and affective engagement in higher education (2017, background): “Self-regulation is recognised as central in learning and persistence (Wolters & Taylor, 2012) with Saklofske and colleagues (2012) noting that emotional understanding and regulation support the adoption of a task-focused approach, a central element of cognitive engagement (see also Mega, Ronconi, &…”
Learning support and academic achievement among Malaysian adolescents: the mediating role of student engagement (2016, background): “For example, although a positive association has been well documented between behavioural and cognitive engagement with academic achievement (Wolters and Taylor 2012), the specific contribution of affective engagement is not well known and has not been demonstrated empirically (Janosz 2012).”
School Engagement (2021, background): “The ability of active self-regulated learning is a key feature of showing student engagement in the school context [5].”
Using vignettes in educational research: a framework for vignette construction (2019, background): “The first associates cognitive engagement with practices that aim to enhance learning and instruction such as using self-regulation strategies and metacognitive processes (Cleary & Zimmerman, 2012; Wolters & Taylor, 2012).”
Self-Efficacy Theory in Education (2016, background): “As students self-regulate their cognitions and behaviors, they can also regulate their self-efficacy—a key motivational variable (Wolters & Taylor, 2012).”
Content familiarity, task repetition and Chinese EFL learners’ engagement in second language use (2017, background): “This may imply that the two familiar topics more effectively engaged learners in reasoning and exemplification, whereas the two unfamiliar topics might have more effectively engage them in monitoring (Wolters & Taylor, 2012).”