Self‐regulation empowerment program: A school‐based program to enhance self‐regulated and self‐motivated cycles of student learning
Abstract
This article describes a training program, Self‐Regulation Empowerment Program (SREP), that school professionals can use to empower adolescent students to engage in more positive, self‐motivating cycles of learning. It is a two‐part approach whereby self‐regulated learning coaches (SRC) (a) use microanalytic assessment procedures to assess students' self‐regulation beliefs and study strategies and (b) train students to use these strategies in a cyclical, self‐regulation feedback loop. Ultimately, students learn how to set goals, select and monitor strategy effectiveness, make strategic attributions, and adjust their goals and strategies. The program was developed from social‐cognitive theory and research and integrates many of the essential features of the problem‐solving model. Interventions used in the SREP include graphing, cognitive modeling, cognitive coaching, and structured practice sessions. A case study is presented to illustrate procedures for implementing the program. Implications for school psychologists and teachers also are presented and discussed. © 2004 Wiley Periodicals, Inc. Psychol Schs 41: 537–550, 2004.
Integrity signals
Registry
Cites
Statistics
Claims the paper makes
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
This interpretation may negatively influence the school performance of these students.
“Essa interpretação pode influenciar negativamente o desempenho escolar desses alunos”
From Orientações motivacionais, crenças educacionais e desempenho escolar de estudantes do ensino fundamental (2010) · cites this paper as Cleary & Zimmerman, 2004
Internal and unstable causes favor the perception that it is possible to improve these characteristics and overcome unsuccessful performances, contributing to self-regulated quality learning.
“A internalidade e a instabilidade das causas favorecem a percepção de que é possível aprimorar essas características e superar desempenhos malsucedidos, contribuindo para uma aprendizagem de qualidade autorregulada, na qual o indivíduo pode perceber-se capaz de direcionar suas cognições e comportamentos em direção à realização de seus objetivos (Cleary & Zimmerman, 2004).”
From Orientações motivacionais, crenças educacionais e desempenho escolar de estudantes do ensino fundamental (2010) · cites this paper as Cleary & Zimmerman, 2004
Attributing failure to stable and external causes can lead to decreased motivation, expectation of future success, self-esteem, and self-concept, and harm the development of self-regulated learning.
“pois atribuir ao fracasso causas estáveis e externas ao indivíduo pode levar a uma diminuição da motivação, da expectativa de sucesso futuro, da autoestima e do autoconceito, bem como prejudicar o desenvolvimento da autorregulação da aprendizagem (Blackwell, Trzesniewski & Dweck, 2007;Cleary & Zimmerman, 2004;Martini & Boruchovitch, 2004).”
From Orientações motivacionais, crenças educacionais e desempenho escolar de estudantes do ensino fundamental (2010) · cites this paper as Cleary & Zimmerman, 2004
The citation lists haven’t been fetched yet
References 46 · Cited by 683
- Authors
- Cleary, T. J., & Zimmerman, B. J.
- Affiliations
- City University of New York (US)
- Corresponding author
- Cleary, Timothy J.
- Venue
- Psychology in the Schools
- Publisher
- Wiley
- Published
- 2004-03-29
- Volume
- 41
- Issue
- 5
- Pages
- 537-550
- ISSN
- 0033-3085 (ISSN-L)
- 1520-6807
- OpenAlex
- W2105342153
- Cited by
- 683
- References
- 46
- Citations by year
- 2026: 17 · 2025: 32 · 2024: 34 · 2023: 39 · 2022: 31 · 2021: 37 · 2020: 43 · 2019: 43 · 2018: 45 · 2017: 50 · 2016: 44 · 2015: 52 · 2014: 49 · 2013: 43 · 2012: 32
- FWCI
- 8.94
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Psychology in the Schools (publishedVersion)
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
- Social Sciences › Psychology › Developmental and Educational Psychology › Educational and Psychological Assessments
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Education, Achievement, and Giftedness
- Keywords
- student self-regulation, self-motivation, adolescent students, study habits, goal setting, cognitive modeling, cognitive coaching, social cognitive theory, problem-solving model, school-based intervention, school psychologists, teachers
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
