The DOI matches its Crossref record; 189 of the 189 references it cites were found in a registry or an index.
The Relation Between Self-Regulated Learning and Academic Achievement Across Childhood and Adolescence: A Meta-Analysis
Overview
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Self-check
Percentages, sums and reported differences re-computed from the paper’s own numbers.
The self-check needs the paper’s full text.
Citations
Cites
Applied Multiple Regression/Correlation Analysis for the Behavioral Sciences
Cohen, P., Cohen, P., West, S. G., & Aiken, L. S. (2014) · Psychology Press eBooks · doi:10.4324/9781410606266 · Cited by 20,737
(1985) · Medical Entomology and Zoology · Cited by 19,180
Duval, S., & Tweedie, R. (2000) · Biometrics · doi:10.1111/j.0006-341x.2000.00455.x · Cited by 14,099
Telling more than we can know: Verbal reports on mental processes.
Nisbett, R. E., & Wilson, T. D. (1977) · Psychological Review · doi:10.1037/0033-295x.84.3.231 · Cited by 11,317 · cited 3×
“Doing so is susceptible to Bmemory failure and distortions^, both of which reduce the accuracy of students’ recollections (Veenman 2011, p. 207; Ericsson and Simon 1993; Nisbett and Wilson 1977).”
Handbook of research on teaching
Wittrock, M. C. (1986) · Bibliothèque et Archives nationales du Québec (Québec government) · Cited by 10,626
Becoming a Self-Regulated Learner: An Overview
Zimmerman, B. J. (2002) · Theory Into Practice · doi:10.1207/s15430421tip4102_2 · Cited by 10,197 · cited 7×
“Through this self-directed process, students Btransform their mental abilities into academic skills^ (Zimmerman 2002, p.65).”
InfluentialLevels of processing: A framework for memory research
Craik, F. I. M., & Lockhart, R. S. (1972) · Journal of Verbal Learning and Verbal Behavior · doi:10.1016/s0022-5371(72)80001-x · Cited by 9,566
The role of deliberate practice in the acquisition of expert performance
Ericsson, K. A., Krampe, R. T., & Tesch-Römer, C. (1993) · Psychological Review · doi:10.1037/0033-295x.100.3.363 · Cited by 9,564
Applied Multiple Regression/Correlation Analysis for the Behavioral Sciences
Kemp, F. (2003) · Journal of the Royal Statistical Society: Series D (The Statistician) · doi:10.1046/j.1467-9884.2003.t01-2-00383_4.x · Cited by 9,293
Cohen, J. (1992) · Psychological Bulletin · doi:10.1037//0033-2909.112.1.155 · Cited by 8,771
Research works printed but not linked: 31
- Anderman, E.M. (1992, December). Motivation and cognitive strategy use in reading and writing. Paper presented at the meeting of the National Reading Conference, San Antonio, Texas.
- Baltrus, J.M. (2003). A model-based comparison of traditional and technology-integrated English language arts middle school classrooms. Unpublished doctoral dissertation. State University of New York, Albany
- Barnett, V., & Lewis, T. (1994). Outliers in statistical data analysis (3rd ed.). New York: Wiley.
- *Bartlett, J. E., II. (2002). Analysis of motivational orientation and learning strategies of high school business students. Business Education Reform, 56(4), 18–23.
- *Ben-Eliyahu, A. (2011). The regulatory capacities of motivation constructs: an examination of academic motivation and self-regulation toward academic success in favorite and least favorite classes (Doctoral dissertation). Retrieved from http://search.library.duke.edu .
- Berkowitz, E. (2004). High achieving and underachieving gifted middle school students’ metacognitive strategies. Doctoral dissertation. Retrieved from ProQuest Dissertations and Theses. (UMI number: 3134432).
- Borenstein, M., Hedges, L., Higgins, J., & Rothstein, H. (2005). Comprehensive meta-analysis (Version 2.1) [Computer software]. Englewood: BioStat.
- *Boyer-Shick, K. M. (1996). Self-speech: the effects of self-speech on the problem-solving abilities of children with and without learning disabilities (Doctoral dissertation). Retrieved from http://search.library.duke.edu .
- De Kruif, R.E. (2000). Self-regulated writing: Examining students’ responses to questions about their knowledge, motivation, and strategies for writing. Unpublished doctoral dissertation. University of North Carolina, Chapel Hill
- DiBenedetto, M. K., & Zimmerman, B. J. (2010). Differences in self-regulatory processes among students studying science: a microanalytic investigation. The International Journal of Educational and Psychological Assessment, 5, 2–24.
- Eom, W. (1999). The effects of self-regulated learning strategy on academic achievement in a computer-networked hypertext/hypermedia learning environment (Unpublished doctoral dissertation). Florida State University, Florida
- *Hierholzer, S. G. (2005). The self-regulated learning of elementary students receiving modified, regular, or gifted instruction (Doctoral dissertation). Retrieved from http://db.library.duke.edu .
- Mandinach, E.B. (1984). The role of strategic planning and self-regulation in learning and intellectual computer game. Unpublished doctoral dissertation. Stanford University, Palo Alto, CA.
- Middleton, M.J. (2000). Can classrooms be both motivating and demanding? The role of academic press Unpublished doctoral dissertation. University of Michigan, Ann Arbor
- Middleton, M., & Midgley, C. (1997b). Avoiding the demonstration of lack of ability: an under-explored aspect of goal theory. Journal of Educational Psychology, 89(4), 710–718. · doi:10.1037/0022-0663.89.4.710 · Paper page
- Midgley, C., Maehr, M. L., Hruda, L. Z., Anderman, E., Anderman, L., Freeman, K. E., et al. (2000). Manual for the Patterns of Adaptive Learning Scales (PALS). Ann Arbor: University of Michigan.
- Park, S.-H. (1992). Motivational beliefs, volitional control, and self-regulated learning. Unpublished doctoral dissertation. University of Michigan, Michigan
- *Rhody, T. W. (1993). The study skills, habits, and attitudes of high school freshman and their relationship to first-term academic achievement (Doctoral dissertation). Retrieved from http://db.library.duke.edu .
- Schnedeker, J.A. (1997). Psychological factors in school achievement. Unpublished doctoral dissertation. The State University of New Jersey, Rutgers
- Schunk, D. H., & Zimmerman, B. J. (1994). Self-regulation in education: Retrospect and prospect. In D. Schunk & B. Zimmerman (Eds.), Self-regulation of learning and performance. Hillsdale, NJ: Erlbaum.
- Schutz, P. A. (1997). Educational goals, strategies use and the academic performance of high school students. The High School Journal, 80(3), 193–201.
- Shapley, K.S. (1993). Metacognition, motivation, and learning: A study of sixth-grade middle school students’ use and development of self-regulated learning strategies. Unpublished doctoral dissertation. University of North Texas, Texas
- Shores, M. L., & Shannon, D. M. (2007). The effects of self-regulation, motivation, anxiety, and attributions on mathematics achievement for fifth and sixth grade students. School Science and Mathematics, 107(6), 225–236. doi: 10.1111/j.1949-8594.2007.tb18284.x . · DOI
- Specht, J.A. (1993). The role of learning style in the recall of classroom instruction (Unpublished doctoral dissertation). The University of Western Ontario, London, Ontario
- Strobel, K.R. (2001). Positive outcomes in high-risk settings: the role of motivation, emotions and the context for learning. Unpublished doctoral dissertation. Stanford University, California
- *Stroud, K. C. (2006). Development of the school motivation and learning strategies inventory. (Doctoral dissertation). (UMI number: 3219189).
- *Tong, L. A. (2009). Conversations about reading: an evaluation of the metacognitive processes middle school students utilize while reading. (Doctoral dissertation). (UMI number: 3359976).
- Weinstein, C. E., & Palmer, D. R. (1990). Learning and Study Strategies Inventory-High School version: User’s manual. Clearwater: H & H.
- Whittaker, D. J. (1983). Ten years on: progress and problems in Finland’s school reform. Comparative Education, 19(1), 31–41. · doi:10.1080/0305006830190104
- Ylolen, A. (2009). The reinvention of the comprehensive school system in Finland: how do market-oriented reforms impact upon equity and equality of opportunity? Forum, 51(1), 9–24. doi: 10.2304/forum.2009.51.1.9 . · doi:10.2304/forum.2009.51.1.9
- Zimmerman, B. J., Greenberg, D., & Weinstein, C. E. (1994). Self-regulating academic study time: a strategic approach. In D. H. Schunk & B. J. Zimmerman (Eds.), Self-regulation of learning and performance: issues and educational applications (pp. 181–199). Hillsdale: Erlbaum.
Cited by
Theobald, M. (2021) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2021.101976 · Cited by 478
College Students’ Time Management: a Self-Regulated Learning Perspective
Wolters, C. A., & Brady, A. C. (2021) · Educational Psychology Review · doi:10.1007/s10648-020-09519-z · Cited by 317
Jansen, R. S., van Leeuwen, A., Janssen, J., Jak, S., & Kester, L. (2019) · Educational Research Review · doi:10.1016/j.edurev.2019.100292 · Cited by 310
Dahri, N. A., Yahaya, N., Al-Rahmi, W. M., Aldraiweesh, A., Alturki, U., Almutairy, S., Shutaleva, A., & Soomro, R. B. (2024) · Heliyon · doi:10.1016/j.heliyon.2024.e29317 · Cited by 239
de Boer, H., Donker, A. S., Kostons, D. D. N. M., & van der Werf, G. P. C. (2018) · Educational Research Review · doi:10.1016/j.edurev.2018.03.002 · Cited by 210
Metadata
- Authors
- Dent, A. L., & Koenka, A. C.
- Venue
- Educational Psychology Review
- Published
- 2015-09-05
- Volume
- 28
- Issue
- 3
- Pages
- 425-474
- ISSN
- 1040-726X (ISSN-L)
- 1573-336X
- OpenAlex
- W1957711827
- Cited by
- 802
- References
- 189
- FWCI
- 5.01
- Type
- journal article
- Language
- en
- Open access
- closed
- Licence
- www.springer.com/tdm (tdm)
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
How to cite
Cite CoChat for the checks on this page, and the paper for its own findings.
- This page
- CoChat. (2026). Citation check: The Relation Between Self-Regulated Learning and Academic Achievement Across Childhood and Adolescence: A Meta-Analysis. https://app.cochat.ai/papers/10.1007/s10648-015-9320-8
- The paper
- Dent, A. L., & Koenka, A. C. (2016). The Relation Between Self-Regulated Learning and Academic Achievement Across Childhood and Adolescence: A Meta-Analysis. Educational Psychology Review. https://doi.org/10.1007/s10648-015-9320-8
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.
