Students’ planning in the process of self-regulated learning
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Students who planned were more effective in their task completion.
“Students who planned were also more effective in their task completion.”
From Beyond goal setting and planning: An examination of college students’ self-regulated learning forethought processes (2025) · cites this paper as Eilam and Aharon (2003)
Cites
A social-cognitive approach to motivation and personality.
Dweck, C. S., & Leggett, E. L. (1988) · Psychological Review · doi:10.1037/0033-295x.95.2.256 · Cited by 9,745 · see citing works
Self-Efficacy in Changing Societies
(1995) · doi:10.1017/cbo9780511527692 · Cited by 4,190 · see citing works
Cultivating competence, self-efficacy, and intrinsic interest through proximal self-motivation.
Bandura, A., & Schunk, D. H. (1981) · Journal of Personality and Social Psychology · doi:10.1037/0022-3514.41.3.586 · Cited by 2,675 · see citing works
Measuring Self-Regulated Learning
Winne, P. H., & Perry, N. E. (2000) · Handbook of Self-Regulation · doi:10.1016/b978-012109890-2/50045-7 · Cited by 1,383 · see citing works
Effects of learning skills interventions on student learning: a meta-analysis.
Hattie, J., Biggs, J., & Purdie, N. (1996) · Review of Educational Research · doi:10.3102/00346543066002099 · Cited by 1,106 · see citing works
The Interaction of Domain-Specific and Strategic Knowledge in Academic Performance
Alexander, P. A., & Judy, J. E. (1988) · Review of Educational Research · doi:10.3102/00346543058004375 · Cited by 728 · see citing works
Self-Regulated Learning and Academic Achievement: A Phenomenological View
McCombs, B. L. (1989) · Springer Series in Cognitive Development · doi:10.1007/978-1-4612-3618-4_3 · Cited by 281 · see citing works
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A review of the time management literature
Claessens, B. J. C., van Eerde, W., Rutte, C. G., & Roe, R. A. (2007) · Personnel Review · doi:10.1108/00483480710726136 · Cited by 792 · see citing works
Dignath, C., & Veenman, M. V. J. (2021) · Educational Psychology Review · doi:10.1007/s10648-020-09534-0 · Cited by 403 · see citing works
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 · see citing works
Analytics of time management strategies in a flipped classroom
Ahmad Uzir, N., Gašević, D., Matcha, W., Jovanović, J., & Pardo, A. (2020) · Journal of Computer Assisted Learning · doi:10.1111/jcal.12392 · Cited by 129 · see citing works
Brady, A. C., Wolters, C. A., Pasque, P. A., Yu, S. L., & Lin, T.-J. (2025) · Active Learning in Higher Education · doi:10.1177/14697874241270490 · Cited by 7 · see citing works
- Authors
- Eilam, B., & Aharon, I.
- Affiliations
- University of Haifa (IL)
- Corresponding author
- Eilam, Billie
- ORCID
- Eilam, Billie
- Venue
- Contemporary Educational Psychology
- Publisher
- Elsevier BV
- Published
- 2003-07
- Volume
- 28
- Issue
- 3
- Pages
- 304-334
- ISSN
- 0361-476X (ISSN-L)
- OpenAlex
- W2053856276
- Cited by
- 197
- References
- 7
- Citations by year
- 2026: 6 · 2025: 12 · 2024: 14 · 2023: 20 · 2022: 11 · 2021: 7 · 2020: 15 · 2019: 8 · 2018: 5 · 2017: 13 · 2016: 11 · 2015: 15 · 2014: 10 · 2013: 14 · 2012: 8
- FWCI
- 2.45
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Contemporary Educational Psychology (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 › Science Education and Pedagogy
- Keywords
- student self-regulation, planning, time management, ninth grade students, goal setting, achievement level differences, student accountability, planning reports
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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.
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