Self-Regulated Learning
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Compared to the previous handbook (Boekaerts et al., 2000), the recent handbook has no sections dedicated to presenting new models, being focused on specific aspects of SRL, which shows that the field has evolved and reached a more mature phase.
“the recent handbook has no sections dedicated to presenting new models, being focused on specific aspects of SRL”
From A Review of Self-regulated Learning: Six Models and Four Directions for Research (2017) · cites this paper as Boekaerts et al., 2000
Those goal pathways lead the regulatory actions that students do or do not activate.
“Those pathways are the ones that lead the regulatory actions that the students do (or do not) activate (e.g., Boekaerts and Niemivirta, 2000).”
From A Review of Self-regulated Learning: Six Models and Four Directions for Research (2017) · cites this paper as Boekaerts and Niemivirta, 2000
Boekaerts emphasizes the influence of emotions on students' goals and how this activates two possible pathways and different strategies.
“In the first one (Boekaerts, 1991; Boekaerts and Niemivirta, 2000) emphasizes the influence of emotions in students’ goals and how this activates two possible pathways and different strategies.”
From A Review of Self-regulated Learning: Six Models and Four Directions for Research (2017) · cites this paper as Boekaerts and Niemivirta, 2000
According to Boekaerts, students interpret the learning task and context, and then activate two different goal paths.
“According to Boekaerts, the students “interpret” the learning task and context, and then activate two different goal paths.”
From A Review of Self-regulated Learning: Six Models and Four Directions for Research (2017) · cites this paper as Boekaerts and Niemivirta, 2000
Boekaerts and Niemivirta (2000) were the first model to include the top-down/bottom-up categorization of self-regulation.
“The first model that included this categorization of self-regulation was Boekaerts and Niemivirta (2000).”
From A Review of Self-regulated Learning: Six Models and Four Directions for Research (2017) · cites this paper as Boekaerts and Niemivirta (2000)
Boekaerts and Niemivirta (2000) posit that students' interpretation of the context activates different goal pathways and that previous experiences affect the different roles that students adopt in their classrooms.
“Boekaerts and Niemivirta (2000) posits that students’ interpretation of the context activates different goal pathways and that previous experiences affect the different roles that students adopt in their classrooms (e.g., joker, geek).”
From A Review of Self-regulated Learning: Six Models and Four Directions for Research (2017) · cites this paper as Boekaerts and Niemivirta (2000)
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Self-citation
Flagged first, then by citations
Cited by
Sorted by citations
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A Review of Self-regulated Learning: Six Models and Four Directions for Research
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“In a chapter of the 2000 Handbook of self-regulation, Boekaerts and Niemivirta (2000) presented new ideas on goal paths using different figures to visualize how they influence students’ behavior (see pp. 434–435).”
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- Authors
- Boekaerts, M., & Niemivirta, M.
- Affiliations
- Leiden University (NL)
- University of Helsinki (FI)
- ORCID
- Niemivirta, Markku
- Venue
- Handbook of Self-Regulation
- Publisher
- Elsevier
- Published
- 2000
- Pages
- 417-450
- OpenAlex
- W62042437
- Cited by
- 798
- References
- 7
- Citations by year
- 2026: 16 · 2025: 24 · 2024: 39 · 2023: 17 · 2022: 21 · 2021: 34 · 2020: 76 · 2019: 31 · 2018: 23 · 2017: 34 · 2016: 34 · 2015: 44 · 2014: 40 · 2013: 47 · 2012: 41
- FWCI
- 51.71
- Type
- book chapter
- Language
- en
- Open access
- closed
- Locations
- Elsevier eBooks (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 › Psychology › Experimental and Cognitive Psychology › Education, Achievement, and Giftedness
- Keywords
- student self-regulation, self-regulation, metacognition, motivation, emotion regulation, volition, attentional control, appraisal process, identification procedures, student independence
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