Investigating Self-Regulation and Motivation: Historical Background, Methodological Developments, and Future Prospects

By B. Zimmerman. The American Educational Research Journal, 2008

3,594 citations recorded by the source corpus.

The topic of how students become self-regulated as learners has attracted researchers for decades. Initial attempts to measure self-regulated learning (SRL) using questionnaires and interviews were successful in demonstrating significant predictions of students’ academic outcomes. The present article describes the second wave of research, which has involved the development of online measures of self-regulatory processes and motivational feelings or beliefs regarding learning in authentic contexts. These innovative methods include computer traces, think-aloud protocols, diaries of studying, direct observation, and microanalyses. Although still in the formative stage of development, these online measures are providing valuable new information regarding the causal impact of SRL processes as well as raising new questions for future study.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/dde4840050b72e1e8f93ac3b5481606effff5c3c

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Effectiveness of the Self-Regulation Empowerment Program With Urban High School Students (2008, methodology): “However, it may be beneficial for future research employing mixed-model research designs to include more comprehensive event forms of self-regulation assessment, such as systematic observations (Perry, 1998), personal diaries (Schmitz & Wiese, 2006), and comprehensive microanalytic assessment protoc”
The Future of Self-Assessment in Classroom Practice: Reframing Self-Assessment as a Core Competency. (2014, background): “Additionally, a proper curriculum would incorporate all parts of the self-regulation cycle (Zimmerman, 2008) around the self-assessment practices proposed at particular levels.”
Academic Performance and Satisfaction with Homework Completion among College Students. (2013, background): “Over a span of six weeks, students completed homework logs designed by Zimmerman et al. (1996) in which they reported their goals, distractions, and satisfaction with homework completion.”
Enhancing attention and memory during video-recorded lectures. (2015, background): “, 2013), and it is also widely recognized that selfregulated learning plays a crucial role in education (Zimmerman, 2008).”
Interactions of Metacognition With Motivation and Affect in Self-Regulated Learning: The MASRL Model (2011, methodology): “Positive or negative affect depending on the evaluation of performance occurs (Pintrich, 2000; Zimmerman, 1998, 2008) as well as emotions such as pride or shame (Pekrun et al., 2006).”
The study, evaluation, and improvement of university student self-efficacy (2016, methodology): “Specific measurement advice has been provided by Bandura (1997, 2006), Maurer and Andrews (2000), Schraw (2010), Usher and Pajares (2008), and Zimmerman (2008).”
Measuring the complexity of upper primary school children’s self-regulated learning: A multi-component approach (2013, methodology): “Moreover, as each measurement has its advantages and disadvantages, researchers advise to combine multiple means of operationalising and measuring SRL (Boekaerts & Corno, 2005; van Hout-Wolters, 2009; Veenman, 2005; Zimmerman, 2008).”
Third wave of measurement in the self-regulated learning field: when measurement and intervention come hand in hand (2016, background): “Emphasis is placed on the use of self-reporting (questionnaires, surveys, and interviews) (Zimmerman, 2008), relying heavily on students’ perspectives and beliefs.”
A comparison of high and low achieving students on self-regulated learning variables (2016, background): “Individuals who are self-regulated have the skills necessary to monitor and control their learning, adjusting to the changing demands in their learning environment (Cohen, 2012; Wolters, 2003, 2004; Wolters & Pintrich, 2001; Zimmerman, 2008).”
What makes a good student? How emotions, self-regulated learning, and motivation contribute to academic achievement. (2014, background): “This result is in line with most frameworks of self-regulated learning, which have shown positive relations between self-regulated learning and academic achievement (Abar & Loken, 2010; Efklides, 2011; Greene & Azevedo, 2010; Winne, 2011; Zimmerman, 2008).”
Physical Literacy From Philosophy to Practice (2018, background): “In this way, the activity is not aimed at skill development, but the activity taps into the child’s creativity, problem-solving skills, cooperation, self-regulation, and reflections, which may be beneficial for motivation (Zimmerman, 2008).”
Teacher learning in the context of educational innovation: Learning activities and learning outcomes of experienced teachers (2010, background): “Several researchers have developed procedures and instruments to investigate SRL (Zimmerman, 2008), interventions to improve students’ skill in SRL (Dignath & Büttner, 2008; Weinstein, Husman, & Dierking, 2000), comprehensive teaching models that incorporate fostering SRL (Boekaerts & Corno, 2005), ”
Influence of COVID-19 confinement in students performance in higher education (2020, background): “Related to autonomous learning, many studies have been performed regarding the concept of self-regulated learning (SRL), in which students are active and responsible for their own learning process [14 - 15] as well as being knowledgeable, self-aware and able to select their own approach to learning ”
Examining the relationship between English language learners’ online self-regulation and their self-efficacy (2017, positive): “In the academic domain of educational psychology, self-regulation is conceptualised as a process in which learners employ various strategies to regulate and control their own learning (Zimmerman, 2008; Zimmerman & Kitsantas, 2014).”
Self-Regulation and Ability Predictors of Academic Success During College: A Predictive Validity Study (2008, background): “, organizing, transforming, note taking) to accomplish specific learning goals (Kitsantas, 2002; Zimmerman, 2008).”
Fostering the reading comprehension of secondary school students through peer-assisted learning: Effects on strategy knowledge, strategy use, and task performance (2009, background): “pared for a self-regulated use of reading strategies than traditionally instructed students (Zimmerman, 1998; Zimmerman, 2008).”