Theories of Self-Regulated Learning and Academic Achievement: An Overview and Analysis

By B. Zimmerman. 2001

1,390 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/f4d12e85950259753c8ae8296f6ef4da74619dc2

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In Developmental and Educational Psychology

Citations in the corpus

Learning presence: Towards a theory of self-efficacy, self-regulation, and the development of a communities of inquiry in online and blended learning environments (2010, positive): “Our current study is founded on a socio-cognitive perspective (Bandura, 1986) and thus follows the socio-cognitive motivational model outlined by Zimmernan and Schunk (2001) in which self-ef ﬁ cacy beliefs motivate learner choice to initiate and persist with self-regulation (pp. 17 – 20).”
An Integrative Theory of Motivation, Volition, and Performance (2008, methodology): “In this regard, Kuhl’s action control theory was developed in the context of helping people overcome maladaptive behaviors in their lives while the work of Zimmerman (2001) and Corno (1993) focuses more on self-regulatory behaviors in students.”
Use of interactive–informal assessment practices: New Zealand secondary students' conceptions of assessment (2009, positive): “…the practices and beliefs examined in this study are potentially modifiable in classroom contexts, unlike factors such as sex, ethnicity, or socioeconomic status and self-regulation studies have shown that modifying student thinking does lead to greater academic performance (Zimmerman, 2001).”
The Metacognitive Demands and Opportunities of Generative AI (2023, background): “What kind of metacognition a situation demands is likely context-dependent [44, 55], a particularly relevant consideration for GenAI given its generality across domains [157].”
The Neuropsychological Educational Approach to Cognitive Remediation (NEAR) Model: Practice Principles and Outcome Studies (2008, background): “In the pre-World War II educational era (and in most cognitive remediation programs today), learning activities were largely drill and practice exercises, that varied mostly in difficulty, with the greatest difficulty being reserved for the highest ability (Zimmerman, 2001).”
The causal ordering of self-concept and academic motivation and its effect on academic achievement (2006, background): “The adaptive behavioural dimension of the Wheel accommodates the following theory and research, (a) choice theory to include persistence (Glasser, 1998), and (b) self-regulation theory to include study management and planning (Zimmerman, 2001).”
Academic Motivation And Self-Regulated Learning In Predicting Academic Achievement in College (2015, background): “Studies on self-regulated learning emerged in the mid 1980’s (Zimmerman, 2001).”
Becoming a Self-Regulated Learner: An Overview (2002, background): “Of course, self-awareness is often insufficient when a learner lacks fundamental skills, but it can produce a readiness that is essential for personal change (Zimmerman, 2001).”
Social Regulation of Learning During Collaborative Inquiry Learning in Science: How does it emerge and what are its functions? (2015, background): “Earlier definitions conventionally portrayed and studied SRL as an individual process influenced by social context (see Zimmerman, 2012 for a review).”
Self-Regulated Learning: The Educational Legacy of Paul R. Pintrich (2005, background): “Part of the impetus for studying academic self-regulated learning came from research showing that learners’ skills and abilities did not fully explain student achievement (Zimmerman, 2001), which suggested that factors such as self-regulation and motivation were important.”
Measuring Cognitive and Metacognitive Regulatory Processes During Hypermedia Learning: Issues and Challenges (2010, background): “…(see, e.g., Azevedo, 2009; Azevedo & Witherspoon, 2009; Boekaerts, Pintrich, & Zeidner, 2000; Greene & Azevedo, 2007; Pintrich, 2000; Schraw, 2006; Schraw & Moshman, 1995; Schunk, 2001, 2005; Winne, 2001; Winne & Hadwin, 1998, 2008; Zimmerman, 1986, 2001, 2006, 2008; Zimmerman & Schunk, 2001).”
Rethinking College Students' Self-Regulation and Sustained Attention:Does Text Messaging During Class Influence Cognitive Learning? (2012, background): “…is positively related to students’ cognitive learning, meaning that self-regulated (self-controlled) students not only cognitively engage in the learning process (Zimmerman, 2001) but also effectively block internal or environmental distracters during information processing (Corno, 2001).”
Examination of the Relationships between Fifth Graders' Self-Regulated Learning Strategies, Motivational Beliefs, Attitudes, and Achievement. (2013, methodology): “Systematic use of metacognitive, motivational and behavioral strategies in the course of time have been a key feature of self-regulation definition (Zimmerman, 1990, 2001).”
Factors Affecting Mathematics Performance of Junior High School Students (2019, background): “Individuals develop the self-concept and can be changed, which the surrounding environment affects (Zimmerman, 2013).”
Measuring the complexity of upper primary school children’s self-regulated learning: A multi-component approach (2013, background): “self-regulate their learning (Paris & Newman, 1990; Schunk, 2001; Zimmerman, 2001) and that important self-regulatory skills, like metacognitive skills, only emerge at the age of 8–10, and expand during the years thereafter (Alexander, Carr, & Schwanenflugel, 1995; Veenman, van Hout-Wolters, & Affle”