Constructing theories, identities, and actions of self-regulated learners.

By S. Paris, James P. Byrnes, Alison H. Paris. 2001

161 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/ef3cca10d88b7fda0727da906ed6563f614d08b3

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Citations in the corpus

Classroom Applications of Research on Self-Regulated Learning (2001, background): “They taught self-instructional tactics to promote self-regulation such as identifying the problem, focusing on the task, applying the strategies, evaluating performance, coping with anxiety and maintaining self-control, self-reinforcement, goal-setting, self-assessment, and self-monitoring.”
Engaged Participation versus Marginal Nonparticipation: A Stridently Sociocultural Approach to Acheivement Motivation (2003, background): “Whether the aspired X is an identity valued by peers, parents, teachers, or self depends on many factors" (Paris et al., 2001, p. 259).”
Promoting Effective Task Interpretation as an Important Work Habit: A Key to Successful Teaching and Learning (2004, background): “Earlier we argued that students construct metacognitive knowledge and task conceptions based on successive experiences with tasks (Paris et al., 2001; Paris & Paris, 2001).”
Turning the Kaleidoscope: What We See When Self-Regulated Learning is Viewed With a Qualitative Lens (2002, background): “That is, within a social constructivist framework “the actions to be regulated and the goals to be pursued are specified by particular social roles and situations” (Paris et al., 2001, p. 255).”
Co-Constructors of Data, Co-constructors of Meaning: Teacher Professional Development in an Age of Accountability (2008, background): “For example, Alex attended to his students’ affect (Paris et al., 2001), but did not focus on his students’ cognitive or metacognitive strategy use.”