The DOI matches its Crossref record; 12 of the 12 references it cites were found in a registry or an index.
Self‐Regulation and Learning
Abstract
Schunk and Zimmerman review how self‐regulated learning processes are a result of self‐generated thoughts and behaviors oriented toward the attainment of personal learning goals. Five major theoretical perspectives on self‐regulated learning are reviewed, including operant theory, information processing theory, developmental theory, social constructivist theory, and social cognitive theory. Theory and research are presented that point to the strong relations between self‐regulation and achievement processes. Specific intervention strategies designed to enhance students' self‐regulation are presented. Future research to link self‐regulation and volition, to focus on the development of self‐regulation in children and its life span progression is discussed.
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Cites
Vygotsky, L. S. (1964) · Bulletin of the Orton Society · doi:10.1007/bf02928399 · Cited by 20,704
Motivational and self-regulated learning components of classroom academic performance.
Pintrich, P. R., & De Groot, E. V. (1990) · Journal of Educational Psychology · doi:10.1037/0022-0663.82.1.33 · Cited by 8,332
Zimmerman, B. J. (2000) · Handbook of Self-Regulation · doi:10.1016/b978-012109890-2/50031-7 · Cited by 6,069
Self-citationPlans and the structure of behavior.
Miller, G. A., Galanter, E., & Pribram, K. H. (1960) · doi:10.1037/10039-000 · Cited by 4,630
Cultivating competence, self-efficacy, and intrinsic interest through proximal self-motivation.
Bandura, A., & Schunk, D. H. (1981) · Journal of Personality and Social Psychology · doi:10.1037/0022-3514.41.3.586 · Cited by 2,675
Self-citationSocial origins of self-regulatory competence
Schunk, D. H., & Zimmerman, B. J. (1997) · Educational Psychologist · doi:10.1207/s15326985ep3204_1 · Cited by 937
Self-citationBoekaerts, M., & Niemivirta, M. (2000) · Handbook of Self-Regulation · doi:10.1016/b978-012109890-2/50042-1 · Cited by 798
Modeling and attributional effects on children's achievement: A self-efficacy analysis.
Schunk, D. H. (1981) · Journal of Educational Psychology · doi:10.1037/0022-0663.73.1.93 · Cited by 781
Self-citationSpontaneous verbal rehearsal in a memory task as a function of age
Flavell, J. H., Beach, D. R., & Chinsky, J. M. (1966) · Child Development · doi:10.2307/1126804 · Cited by 622
Developmental phases in self-regulation: shifting from process goals to outcome goals.
Zimmerman, B. J., & Kitsantas, A. (1997) · Journal of Educational Psychology · doi:10.1037/0022-0663.89.1.29 · Cited by 604
Self-citation
Cited by
Robbins, S. B., Allen, J., Casillas, A., Peterson, C. H., & Le, H. (2006) · Journal of Educational Psychology · doi:10.1037/0022-0663.98.3.598 · Cited by 329
El aprendizaje autorregulado: presente y futuro de la investigación
Torrano Montalvo, F., & González Torres, M. C. (2017) · Electronic Journal of Research in Education Psychology · doi:10.25115/ejrep.3.120 · Cited by 312
Power to the Teachers: An Exploratory Review on Artificial Intelligence in Education
Lameras, P., & Arnab, S. (2021) · Information · doi:10.3390/info13010014 · Cited by 291
Nietfeld, J. L., Cao, L., & Osborne, J. W. (2006) · Metacognition and Learning · doi:10.1007/s10409-006-9595-6 · Cited by 260
Souvignier, E., & Mokhlesgerami, J. (2006) · Learning and Instruction · doi:10.1016/j.learninstruc.2005.12.006 · Cited by 246
Metadata
- Authors
- Schunk, D. H., & Zimmerman, B. J.
- Venue
- Handbook of Psychology
- Publisher
- Wiley
- Published
- 2003-04-15
- Pages
- 59-78
- OpenAlex
- W2911437553
- Cited by
- 231
- References
- 12
- Type
- other
- Language
- en
- Open access
- closed
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Data sources
Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
