Motivational Sources and Outcomes of Self-Regulated Learning and Performance

By B. Zimmerman. 2011

471 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/ebd7de2f3d57d0cbe1040e57f1799fc90a734895

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In Developmental and Educational Psychology

Citations in the corpus

The quality and effectiveness of descriptive rubrics (2015, background): “Four of the studies addressed questions about whether using rubrics was associated with gains in self-regulation of learning or in self-efficacy, which is one of the constellation of variables usually included in theories of self-regulation of learning (Pintrich and Zusho 2002; Zimmerman 2011).”
Handbook of motivation at school (2009, background): “, desire to learn) orientation (Zimmerman, 2011), task value and interest (McPherson & Renwick, 2011), and positive outcome expectations (Bandura, 1986).”
Direct Instruction of Metacognition Benefits Adolescent Science Learning, Transfer, and Motivation: An In Vivo Study. (2015, background): “Most theories of SRL hypothesize that both metacognitive skills (e.g., planning, monitoring, and evaluation) and student motivation (e.g., beliefs, goals, and dispositions) interact to determine learning outcomes (Boekaerts & Corno, 2005; Efklides, 2011; Winne, 1995; Zimmerman, 2001, 2011).”
How True Is Grit? Assessing Its Relations to High School and College Students’ Personality Characteristics, Self-Regulation, Engagement, and Achievement (2017, background): “However, theorists in educational and developmental psychology proposing social– cognitive models of self-regulation and engagement include in their models constructs that are conceptually and operationally similar to grit (Pintrich & Schrauben, 1992; Skinner, Kindermann, Connell, & Wellborn, 2009; ”
Applying self-regulated learning microanalysis to study musicians’ practice (2019, methodology): “Researchers have adapted the social-cognitive perspective on musical skill development to examine six psychological dimensions of SRL in music (McPherson & Zimmerman, 2011).”
Predictive Effects of Writing Strategies for Self‐Regulated Learning on Secondary School Learners’ EFL Writing Proficiency (2018, background): “To address the complexity of SRL more completely, a multidimensional model encompassing cognition, metacognition, social behavior, and motivational regulation is sorely needed (Zimmerman, 2011).”
Self-Efficacy Theory in Education (2016, background): “, desire to learn) orientation (Zimmerman, 2011), task value and interest (McPherson & Renwick, 2011), and positive outcome expectations (Bandura, 1986).”
Self-regulation and music learning: A systematic review (2016, background): “Finally, additional studies were handpicked by scanning the reference sections of included articles and three core texts (McPherson & Renwick, 2011; McPherson & Zimmerman, 2011; Zimmerman, 2000).”
Rubrics and Self-Assessment Scripts Effects on Self-Regulation, Learning and Self-Efficacy in Secondary Education. (2012, background): “It has been found that students with learning goals activatemore learning strategies and aremore proactive on their learning than students pursuing performance or avoidance goals (Alonso-Tapia, Huertas, & Ruiz, 2010; Zimmerman, 2011).”
Student’s Responses on Learning in the Early COVID-19 Pandemic (2020, background): “…of self-regulated learning, which emphasizes that independent learning is regulated as the ability of students to be independently and proactively involved in the process of motivating themselves and behaviors that increase the achievement of goals (Mandusic & Blaskovic, 2015; Zimmerman, 2011).”
The role of metacognitive knowledge and regulation in mediating university EFL learners’ writing performance (2020, background): “From the sociocognitive perspective, self-regulation is a generic construct including the regulation of social behavior, metacognition, and motivational regulation (Zimmerman 2011).”
How do students self-regulate? Review of Zimmerman"s cyclical model of self-regulated learning (2014, background): “Third, students can use imagery, which is the use of mental images that organise the information and help to focus attention on enhancing learning and memorisation (Zimmerman, 2011).”
Motivational and affective determinants of self-regulatory strategy use in elementary school mathematics (2015, background): “…learners, good self-regulators set more realistic learning goals, select more effective learning strategies, monitor and better evaluate their understanding and progress towards goals and are more highly motivated to learn and invest effort (Schunk & Zimmerman, 2008; Zimmerman, 2011).”