Student or educator? Sign up with your school email and get 6 months of Pro free.
CoChat
Sign Up
Cited by 23

The DOI matches its Crossref record; 7 of the 7 references it cites were found in a registry or an index.

Employing a case study approach to capture motivation and self-regulation of young students with learning disabilities in authentic educational contexts

Lichtinger, Einat, Kaplan, Avi·2015·Metacognition and Learning
DOI 10.1007/s11409-014-9131-1
Open this paper in CoChat — free account

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.

A few free checks a day · papers already verified open instantly · results are public

Integrity signals

Registry

Crossref · 10.1007/s11409-014-9131-1

Cites

7 of 7 references verified0 citation errors · 0 not checkable

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.

A few free checks a day · papers already verified open instantly · results are public

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-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

Research works printed but not linked: 69

  1. Ames, C. (1992). Classrooms: goals, structures and student motivation. Journal of Educational Psychology, 84, 261–171. · DOI · Paper page
  2. Anderman, E. M., & Maehr, M. L. (1994). Motivation and schooling in the middle grades. Review of Educational Research, 64, 287–309. · doi:10.3102/00346543064002287 · Paper page
  3. Baird, G. L., Scott, W. D., Dearing, E., & Hamill, S. K. (2009). Cognitive self-regulation in youth with and without learning disabilities: academic self-efficacy, theories of intelligence, learning vs. Performance goal preferences, and effort attributions. Journal of Social and Clinical Psychology, 28, 881–908. · DOI
  4. Boekaerts, M., & Cascallar, E. (2006). How far have we moved toward the integration of theory and practice in self-regulation? Educational Psychology Review, 18, 199–210. · DOI · Paper page
  5. Boekaerts, M., De Koning, E., & Vedder, P. (2006). Goal-directed behavior and contextual factors in the classroom: an innovative approach to the study of multiple goals. Educational Psychologist, 41, 33–51. · DOI
  6. Bong, M. (2009). Age-related differences in achievement goal differentiation. Journal of Educational Psychology, 101, 879–896. · DOI · Paper page
  7. Bouffard, T., Boisvert, J., Vezeau, C., & Larouche, C. (1995). The impact of goal orientation on self-regulation and performance among college students. British Journal of Educational Psychology, 65, 317–329. · DOI · Paper page
  8. Bryan, T., Burstein, K., & Bryan, J. (2001). Students with learning disabilities: homework problems and promising practices. Educational Psychologist, 36, 167–180. · DOI
  9. Butler, D. L., & Cartier, S. C. (2004). Promoting effective task interpretation as an important work habit: a key to successful teaching and learning. Teachers College Record, 106, 1729–1758. · DOI
  10. Butler, D. L., Elaschuk, C. L., & Poole, S. (2000). Promoting strategic writing by postsecondary students with learning disabilities: a report of three case studies. Learning Disability Quarterly, 23(3), 196–213. · DOI
  11. Cascallar, E., Boekaerts, M., & Costigan, T. (2006). Assessment in the evaluation of self-regulation as a process. Educational Psychology Review, 18, 297–306. · DOI · Paper page
  12. Dweck, C. S. (1986). Motivational processes affecting learning. American Psychologist, 41, 1040–1048. · DOI · Paper page
  13. Fulk, B. M., Brigham, F. J., & Lohman, D. A. (1998). Motivation and self-regulation: a comparison of students with learning and behavior problems. Remedial and Special Education, 19, 300–309. · DOI
  14. Garcıa-Sanchez, J. N., & de Caso-Fuertes, A. M. (2005). Comparison of the effects on writing attitudes and writing self-efficacy of three different training programs in students with learning disabilities. International Journal of Educational Research, 43, 272–289. · DOI
  15. Geisthardt, C., & Munsch, J. (1996). Coping with school stress: a comparison of adolescents with and without learning disabilities. Journal of Learning Disabilities, 29(3), 287–296. · DOI
  16. Glago, K., Mastropieri, M. A., & Scruggs, T. E. (2009). Improving problem solving of elementary students with mild disabilities. Remedial and Special Education, 30, 372–380. · DOI
  17. Graham, S., Harris, K. R., & McKeown, D. (2013). The writing of students with learning disabilities: Meta-analysis of self-regulated strategy development writing intervention studies, and future directions. In H. L. Swanson, K. R. Harris & S. Graham (Eds.). Handbook of learning disabilities (pp. 405–438). Guilford Press.
  18. Gureasko-Moore, S., DuPaul, G., & White, G. (2007). Self management of classroom preparedness and homework: effects on school functioning of adolescents with attention deficit hyperactivity disorder. School Psychology Review, 36, 647–664. · DOI
  19. Hadwin, A. F., Järvelä, S., & Miller, M. (2011). Self-regulated, co-regulated and socially shared regulation of learning. In B. Zimmerman & D. Schunk (Eds.), Handbook of self-regulation of learning and performance (pp. 65–84). New York: Routledge.
  20. Hart, T., & Evans, J. (2006). Self-regulation and goal theories in brain injury rehabilitation. Head Trauma Rehabilitation Journal, 21, 142–55. · DOI
  21. Gureasko-Moore, S., DuPaul, G., & White, G. (2007). Self management of classroom preparedness and homework: effects on school functioning of adolescents with attention deficit hyperactivity disorder. School Psychology Review, 36, 647–664. · DOI
  22. Hadwin, A. F., Järvelä, S., & Miller, M. (2011). Self-regulated, co-regulated and socially shared regulation of learning. In B. Zimmerman & D. Schunk (Eds.), Handbook of self-regulation of learning and performance (pp. 65–84). New York: Routledge.
  23. Hart, T., & Evans, J. (2006). Self-regulation and goal theories in brain injury rehabilitation. Head Trauma Rehabilitation Journal, 21, 142–55. · DOI
  24. Johnson, A., Azevedo, R., & D’Mello, S. K. (2011). The temporal and dynamic nature of self-regulatory processes during independent and externally assisted hypermedia learning. Cognition and Instruction, 29, 471–504. · DOI
  25. Kaplan, A. (2008). Clarifying metacognition, self-regulation and self-regulated learning: What’s the purpose? Educational Psychology Review, 20, 477–484. · DOI · Paper page
  26. Kaplan, A., Lichtinger, E., & Gorodetsky, M. (2009). Achievement goal orientations and self-regulation in writing: an integrative perspective. Journal of Educational Psychology, 101, 51–69. · DOI
  27. Kaplan, A., Lichtinger, E., & Margulis, M. (2011). The situated dynamics of purposes of engagement and self-regulation strategies: A mixed-methods case study of writing. Teachers College Record, 113, 284–324. · DOI
  28. Kaplan, A., & Maehr, M. L. (2002). Adolescents’ achievement goals: situating motivation in socio-cultural contexts. In F. Pajares & T. Urdan (Eds.), Adolescence and education (Academic motivation of adolescents, Vol. 2, pp. 125–167). Greenwich: Information Age.
  29. Kaplan, A., & Maehr, M. L. (2007). The contribution and prospects of goal orientation theory. Educational Psychology Review, 19, 141–187. · DOI · Paper page
  30. Kaplan, A., & Midgley, C. (1997). The effect of achievement goals: does level of perceived academic competence make a difference? Contemporary Educational Psychology, 22, 415–435. · DOI
  31. Lichtinger, E., & Kaplan, A. (2011). The role of purpose of engagement in self-regulation. New Directions for Teaching and Learning, 126, 9–19. · DOI
  32. Madjar, N., Kaplan, A., & Weinstock, M. (2011). Clarifying mastery-avoidance goals in high school: distinguishing between intrapersonal and task-based standards of competence. Contemporary Educational Psychology, 36(4), 268–279. · DOI
  33. Maehr, M. L. (1984). Meaning and motivation: toward a theory of personal investment. In C. Ames & R. Ames (Eds.), Research on motivation in education (Vol. 1, pp. 115–124). New York: Academic.
  34. Malberg, J., Järvelä, S., & Kirschner, P. A. (2013). Elementary school students’ strategic learning: does task-type matter? Metacognition & Learning, 1–24. · DOI
  35. Middleton, M. J., & Midgley, C. (1997). Avoiding the demonstration of lack of ability: an under-explored aspect of goal theory. Journal of Educational Psychology, 89, 710–718. · doi:10.1037/0022-0663.89.4.710 · Paper page
  36. Midgley, C., Maehr, M. L., Hruda, L. Z., Anderman, E., Anderman, L., Freeman, K. E., et al. (2000). Patterns of Adaptive Learning Survey (PALS). Ann Arbor: University of Michigan.
  37. Midgley, C., Kaplan, A., & Middleton, M. J. (2001). Performance-approach goals: good for what, for whom, under what circumstances, and at what cost? Journal of Educational Psychology, 93, 77–86. · doi:10.1037/0022-0663.93.1.77 · Paper page
  38. Miller, R. B., Behrens, J. T., Greene, B. A., & Newman, D. (1993). Goals and perceived ability: impact on student valuing, self-regulation, and persistence. Contemporary Educational Psychology, 18, 2–14. · DOI · Paper page
  39. Ness, B. M., & Middleton, M. J. (2011). A framework for implementing individualized self-regulated learning strategies in the classroom. Intervention in School and Clinic, 1–9. · DOI
  40. Nicholls, J. G. (1989). The competitive ethos and democratic education. Cambridge: Harvard University Press.
  41. Nicholls, J. G. (1990). What is ability and why are we mindful of it? A developmental perspective. In R. Sternberg & J. Kolligian (Eds.), Competence considered (pp. 11–40). New Haven: Yale University Press.
  42. Nicholls, J. G. (1992). Students as educational theorists. In D. Schunk & J. Meece (Eds.), Student perceptions in the classroom (pp. 267–286). Hillsdale: Erlbaum.
  43. Patrick, H., & Middleton, M. J. (2002). Turning the kaleidoscope: what we see when self-regulated learning is viewed with a qualitative lens. Educational Psychologist, 37, 27–39. · DOI
  44. Perry, N. E., & Winne, P. H. (2006). Learning from learning kits: study traces of students’ self-regulated engagements with computerized content. Educational Psychology Review, 18(3), 211–228. · DOI
  45. Pintrich, P. R. (2000a). The role of goal orientation in self-regulated learning. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation: theory, research, and applications (pp. 452–502). San Diego: Academic. · DOI · Paper page
  46. Pintrich, P. R. (2000b). Multiple goals, multiple pathways: the role of goal orientation in learning and achievement. Journal of Educational Psychology, 92, 544–555. · DOI · Paper page
  47. Pintrich, P. R. (2003). A motivational science perspective on the role of student motivation in learning and teaching contexts. Journal of Educational Psychology, 95, 667–686. · DOI · Paper page
  48. Pintrich, P. R., Anderman, E. M., & Klobucar, C. (1994). Intraindividual differences in motivation and cognition in students with and without learning disabilities. Journal of Learning Disabilities, 27(6), 360–370. · DOI
  49. Reichrath, E., de Witte, L. P., & Winkens, I. (2010). Interventions in general education for students with disabilities: a systematic review. International Journal of Inclusive Education, 14(6), 563–580. · DOI
  50. Reid, R. R. (1996). Research in self-monitoring with students with learning disabilities: the present, the prospects, the pitfalls. Journal of Learning Disabilities, 29, 317–331. · DOI
  51. Reid, R. R., Trout, A., & Schartz, M. (2005). Self-regulation interventions for children with attention deficit/hyperactivity disorder. Exceptional Children, 71, 361–377.
  52. Reid, R. R., Harris, K. R., Graham, S., & Rock, M. (2012). Self-regulation among students with LD and ADHD. In B. Wong & D. L. Butler (Eds.), Learning about learning disabilities (4th Ed.) (pp. 141–162). Academic Press. · DOI
  53. Senko, C., Hulleman, C. S., & Harackiewicz, J. M. (2011). Achievement goal theory at the crossroads: old controversies, current challenges, and new directions. Educational Psychologist, 46(1), 26–47. · DOI · Paper page
  54. Schunk, D. H., & Zimmerman, B. J. (Eds.). (2008). Motivation and self-regulated learning: theory, research, and applications. Mahwah: Erlbaum.
  55. Sideridis, G. D. (2003). On the origins of helpless behavior in students with learning disabilities: avoidance motivation? International Journal of Educational Research, 39, 497–517. · DOI
  56. Sideridis, G. D. (2005a). Social, motivational, and emotional aspects of learning disabilities. Editors Introduction to Special Issue. International Journal of Educational Research, 43, 209–214. · doi:10.1016/j.ijer.2006.06.002
  57. Sideridis, G. D. (2005b). Classroom goal structures and hopelessness as predictors of day-to-day experience at school: differences between students with and without learning disabilities. International Journal of Educational Research, 43, 308–328. · DOI
  58. Sideridis, G. D., & Mouratidis, A. (2008). Forced choice versus open-ended assessments of goal orientations: a descriptive study. International Review of Social Psychology, 1, 217–246.
  59. Swanson, H. L. (2011). Learning disabilities: assessment, identification, and treatment. In M. A. Bray & T. J. Kehle (Eds.), The Oxford handbook of school psychology (pp. 334–350). Oxford, UK: Oxford University Press. · doi:10.1093/oxfordhb/9780195369809.013.0129
  60. Switzky, H. N. (2006). The importance of cognitive–motivational variables in understanding the outcome performance of persons with mental retardation: a personal view from the early twenty first century. International Review of Research in Mental Retardation, 31, 1–29. · doi:10.1016/s0074-7750(05)31001-9
  61. Uberti, H., Mastropieri, M. A., & Scruggs, T. E. (2004). Check if off: Individualizing a math algorithm for students with disabilities via self-monitoring checklists. Intervention in School and Clinic, 39, 269–275. · doi:10.1177/10534512040390050301
  62. Urdan, T., & Midgley, C. (2001). Academic self-handicapping: what we know, what more there is to learn. Educational Psychology Review, 13, 115–138. · DOI · Paper page
  63. Winne, P. H. (2010). Improving measurements of self-regulated learning. Educational Psychologist, 45, 267–276. · DOI · Paper page
  64. Winne, P. H., & Hadwin, A. F. (2008). The weave of motivation and self-regulated learning. In D. H. Schunk & B. J. Zimmerman (Eds.), Motivation and self-regulated learning: theory, research, and applications (pp. 297–314). Mahwah: Lawrence Erlbaum Associates.
  65. Wolters, C. A., Yu, S. L., & Pintrich, P. R. (1996). The relation between goal orientation and students’ motivational beliefs and self-regulated learning. Learning and Individual Differences, 8, 211–238. · DOI · Paper page
  66. Wolters, C. A., Pintrich, P. R., & Karabenick, S. A. (2005). Assessing academic self-regulated learning. In L. H. Lippman, K. A. Moore, L. Guzman, G., Matthews, G., & J. Hamilton (2005). What Do Children Need to Flourish? (pp. 251–270). Springer.
  67. Zhang, Y., & Wildemuth, B. M. (2009). Qualitative analysis of content. In B. Wildemuth (Ed.), Applications of social research methods to questions in information and library science (pp. 308–319). Santa Barbara: Libraries Unlimited.
  68. Zimmerman, B. J. (2000). Attaining self-regulation: a social cognitive perspective. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation: theory, research, and applications (pp. 13–39). San Diego: Academic. · DOI · Paper page
  69. Zimmerman, B. J. (2002). Achieving self-regulation: the trial and triumph of adolescence. In F. Pajares & T. Urdan (Eds.), Adolescence and education (Academic motivation of adolescents, Vol. 2, pp. 1–27). Greenwich: Information Age.

Cited by

See all 23

Metadata

Authors
Lichtinger, E., & Kaplan, A.
Venue
Metacognition and Learning
Publisher
Springer Science and Business Media LLC
Published
2015-01-24
Volume
10
Issue
1
Pages
119-149
ISSN
  • 1556-1623
  • 1556-1631
DOI
10.1007/s11409-014-9131-1
Cited by
23
References
7
Language
en
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

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.