Understanding self‐regulated learning
Abstract
Self‐regulated learning is an important component of learning for college students. Students can learn how to become self‐regulated learners, and faculty can foster self‐regulated learning in their classrooms.
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?
Self-assessment helps students reflect on gaps in their understanding, making them more resourceful, confident, and higher achievers.
“Similarly, self-assessment helps students reflect on gaps in their understanding, making them more resourceful, confident, and higher achievers [Zimmerman and Schunk 2001;Pintrich 1995;Pintrich and Zusho 2007], and provides learning gains not seen with external evaluation [Dow et al. 2012].”
From Peer and self assessment in massive online classes (2013) · cites this paper as Pintrich 1995
Cites
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 · see citing works
Self-citationClassrooms: Goals, structures, and student motivation.
Ames, C. (1992) · Journal of Educational Psychology · doi:10.1037/0022-0663.84.3.261 · Cited by 6,468 · see citing works
Reliability and Predictive Validity of the Motivated Strategies for Learning Questionnaire (Mslq)
Pintrich, P. R., Smith, D. A. F., Garcia, T., & Mckeachie, W. J. (1993) · Educational and Psychological Measurement · doi:10.1177/0013164493053003024 · Cited by 3,646 · see citing works
Self-citation
Flagged first, then by citations
Cited by
Sorted by citations
Nicol, D. J., & Macfarlane‐Dick, D. (2006) · Studies in Higher Education · doi:10.1080/03075070600572090 · Cited by 5,846 · see citing works
Peer and self assessment in massive online classes
Kulkarni, C., Wei, K. P., Le, H., Chia, D., Papadopoulos, K., Cheng, J., Koller, D., & Klemmer, S. R. (2013) · ACM Transactions on Computer-Human Interaction · doi:10.1145/2505057 · Cited by 390 · see citing works
Student Conceptions of Feedback: Impact on Self-Regulation, Self-Efficacy, and Academic Achievement
Brown, G. T. L., Peterson, E. R., & Yao, E. S. (2016) · British Journal of Educational Psychology · doi:10.1111/bjep.12126 · Cited by 198 · see citing works
CoNoteS2: A Software Tool for Promoting Self-Regulation
Hadwin, A. F., & Winne, P. H. (2001) · Educational Research and Evaluation · doi:10.1076/edre.7.2.313.3868 · Cited by 152 · see citing works
Memory and Reward-Based Learning: A Value-Directed Remembering Perspective
Knowlton, B. J., & Castel, A. D. (2022) · Annual Review of Psychology · doi:10.1146/annurev-psych-032921-050951 · Cited by 115 · see citing works
Jauhiainen, J. S., & Garagorry Guerra, A. (2024) · Frontiers in Education · doi:10.3389/feduc.2024.1288723 · Cited by 87 · see citing works
Banihashem, S. K., Bond, M., Bergdahl, N., Khosravi, H., & Noroozi, O. (2025) · International Journal of Educational Technology in Higher Education · doi:10.1186/s41239-025-00548-8 · Cited by 82 · see citing works
Hammoud, M., Morgan, Edwards, Lyon, & White (2012) · Advances in Medical Education and Practice · doi:10.2147/amep.s20219 · Cited by 74 · see citing works
Self-regulated learning about university teaching: an exploratory study.
Kreber, C., Castleden, H., Erfani, N., & Wright, T. (2005) · Teaching in Higher Education · doi:10.1080/1356251052000305543 · Cited by 68 · see citing works
Jeng, A. (2026) · Learning, Culture and Social Interaction · doi:10.1016/j.lcsi.2026.101006
- Authors
- Pintrich, P. R.
- Affiliations
- University of Michigan (US)
- Corresponding author
- Pintrich, Paul R.
- Venue
- New Directions for Teaching and Learning
- Publisher
- Wiley
- Published
- 1995-09
- Volume
- 1995
- Issue
- 63
- Pages
- 3-12
- ISSN
- 0271-0633 (ISSN-L)
- 1536-0768
- OpenAlex
- W1979383363
- Cited by
- 633
- References
- 3
- Citations by year
- 2026: 16 · 2025: 23 · 2024: 28 · 2023: 35 · 2022: 43 · 2021: 31 · 2020: 16 · 2019: 30 · 2018: 23 · 2017: 28 · 2016: 27 · 2015: 39 · 2014: 38 · 2013: 29 · 2012: 33
- FWCI
- 3.73
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- New Directions for Teaching and Learning (publishedVersion)
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
- Social Sciences › Psychology › Developmental and Educational Psychology › Educational Strategies and Epistemologies
- Social Sciences › Education › Educational Leadership and Innovation
- Keywords
- student self-regulation, university students, student learning, faculty support, classroom teaching, metacognition
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
