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Monday, May 18, 2020 | History

6 edition of Self-Regulated Learning and Academic Achievement found in the catalog.

Self-Regulated Learning and Academic Achievement

Theoretical Perspectives

  • 142 Want to read
  • 29 Currently reading

Published by Lawrence Erlbaum .
Written in English

    Subjects:
  • Educational Psychology,
  • Teaching skills & techniques,
  • Motivation in education,
  • Education,
  • Education / Teaching,
  • Special Education - General,
  • Research,
  • Curricula,
  • Education / Educational Psychology,
  • Academic achievement,
  • Self-control

  • Edition Notes

    ContributionsBarry J. Zimmerman (Editor), Dale H. Schunk (Editor)
    The Physical Object
    FormatPaperback
    Number of Pages336
    ID Numbers
    Open LibraryOL7937467M
    ISBN 10080583561X
    ISBN 109780805835618

    Read the full-text online edition of Self-Regulated Learning for Academic Success: How Do I Help Students Manage Their Thoughts, Behaviors, and Emotions? (). Self-Regulated Learning and Academic Achievement. Abstract. Research on self-regulated academic learning has grown out of more general efforts to study human self-control or self-regulation. Promising investigations of children’s use of self-regulation processes, like goal-setting, self-reinforcement, self-recording, and self-instruction, in such areas of personal control as eating and task completion have prompted educational researchers Cited by:

    A correlational study examined relationships between motivational orientation, self-regulated learning, and classroom academic performance for seventh graders from eight science and seven English classes. A self-report measure of student self-efficacy, intrinsic value, test anxiety, self-regulation, and use of learning strategies was administered, and performance data were obtained from Cited by: Self-regulated learning is a new approach to studying student academic achievement. In contrast to previous ability or environmental formulations that address the why of achievement, self-regulation models focus on how students activate, alter, and sustain their learning practices using a variety of self-related processes. This book brings together a number of internationally known researchers Brand: Springer New York.

    Self-Regulated Learning and Academic Achievement in College Students. Lindner, Reinhard W.; Harris, Bruce This paper presents study results concerning the nature of successful academic performance, specifically examining to what extent self-regulated learning played a role in successful academic performance at the college greggdev.com by: Chapter 3 Self-Regulated Learning and Academic Achievement: A Analysis Altmetric Badge. Chapter 6 Self-Regulated Learning and Academic Achievement: A Vygotskian View Altmetric Badge. Chapter 7 The Constructivist Approach to Self-Regulation and Learning in the Classroom Overall attention for this book and its chapters Altmetric Badge.


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Self-Regulated Learning and Academic Achievement Download PDF EPUB FB2

Oct 04,  · Self-Regulated Learning and Academic Achievement [Barry J. Zimmerman, Dale H. Schunk] on greggdev.com *FREE* shipping on qualifying offers. This volume brings together internationally known researchers representing different theoretical perspectives on students' self-regulation of learning.

Diverse theories on how students become self-regulated learners are compared 5/5(2). Buy Self-Regulated Learning and Academic Achievement: Theoretical Perspectives: Read Kindle Store Reviews - greggdev.com Self-Regulated Learning and Academic Achievement: and pedagogical effectiveness.

This is the only comprehensive comparison of diverse classical theories of self-regulated learning in print. The first edition of this Manufacturer: Routledge. May 13,  · B.L. McCombs, Self-Regulated Learning and Academic Achievement: A Phenomenological View. D.H. Schunk, Social Cognitive Theory and Self-Regulated Learning.

P.H. Winne, Self-Regulated Learning Viewed From Models of Information Processing. Corno, Volitional Aspects of Self-Regulated Learning. greggdev.com by: Self-regulated learning is a new approach to studying student academic achievement.

In contrast to previous ability or environmental formulations that address the why of achievement, self-regulation models focus on how students activate, alter, and sustain their learning practices using a variety of self-related processes.

This book brings together a number of internationally known researchers. Self-Regulated Learning and Academic Achievement: An Overview. Article Book's abstract: Self-regulated learning is a new approach to studying student academic achievement.

In contrast to Author: Barry J. Zimmerman. Self-Regulated Learning and Academic Achievement: An Overview Barry J. Zimmerman Graduate School of the City University of New York Educationd researchers have begun recently to identify and study key processes through which students self-regulate their academic learning.

In this. Self-regulated learning (SRL) is one of the domains of self-regulation, and is aligned most closely with educational aims. Broadly speaking, it refers to learning that is guided by metacognition (thinking about one's thinking), strategic action (planning, monitoring, and evaluating personal progress against a standard), and motivation to learn.

[full citation needed] "Self-regulated" describes. Aug 25,  · Self-regulated learning is a new approach to studying student academic achievement. In contrast to previous ability or environmental formulations that address the "why" of achievement, self-regulation models focus on "how" students activate, alter, and sustain their learning practices using a variety of self-related processes.4/5(6).

greggdev.com: Self-Regulated Learning and Academic Achievement () and a great selection of similar New, Used and Collectible Books available now at great prices.4/5(6). Self-regulated learning is a new approach to studying student academic achievement.

In contrast to previous ability or environmental formulations that address the "why" of achievement, self-regulation models focus on "how" students activate, alter, and sustain their learning practices using a variety of self-related processes.

This book brings together a number of internationally known. emotions experienced by students (the Academic Emotions Questionnaire [AEQ]). In a number of quantitative studies using the AEQ, we tested assumptions underlying Pekrun’s (b) cogni-tive-motivational model concerning the effects of emotions on students’ self Cited by: Read the full-text online edition of Self-Regulated Learning and Academic Achievement: Theoretical Perspectives ().

Home» Browse» Books» Book details, Self-Regulated Learning and Academic Achievement: Self-Regulated Learning and Academic Achievement: Theoretical Perspectives Theories of Self-Regulated Learning and Academic.

Self-regulated learning []. Self-regulated learning offers an important perspective on academic learning in current research in educational psychology (Pintrich & De Groot, ).

There are several models derived from a many different theoretical perspectives, but most models agree that self-regulated learning is the students' use of various cognitive and metacognitive strategies to control.

Theories of self-regulated learning and academic achievement: an overview and analysis / Barry J. Zimmerman --Operant theory and research on self-regulation / F. Charles Mace, Phillip J. Belfiore, and Jeffrey M. Hutchinson --Self-regulated learning and academic achievement: a phenomenological view / Barbara L.

McCombs --Social cognitive. Read "Self-Regulated Learning and Academic Achievement Theoretical Perspectives" by available from Rakuten Kobo. This volume brings together internationally known researchers representing different theoretical perspectives on student Brand: Taylor And Francis.

Jun 08,  · Educational researchers have begun recently to identify and study key processes through which students self-regulate their academic learning. In this overview, I present a general definition of self-regulated academic learning and identify the distinctive features of this capability for acquiring knowledge and greggdev.com by: What Makes a Good Student.

How Emotions, Self-Regulated Learning, and Motivation Contribute to Academic Achievement Carolina Mega, Lucia Ronconi, and Rossana De Beni University of Padua The authors propose a theoretical model linking emotions, self-regulated learning, and motivation to.

However, self-regulated learning (SRL) as a mediator in parent involvement research has rarely been examined. In this study, we focus on the mediating role of SRL in the specific relationship between school-based parent involvement and children's academic achievement.

Children’s self-regulated learning as a mediatorCited by: Self-regulated learning strategies of time management, metacognition, critical thinking, and effort regulation were found to have significant positive correlations with academic success in online settings, albeit these effect sizes were smaller than those found in the traditional greggdev.com by: from book Advances in Visual The results indicated that the overall effect size of self-regulated learning on academic achievement was small for primary and secondary school students in China.

Jun 08,  · Book Reviews Motivation and Self-Regulated Learning: Theory, Research, and Applications. Nancy Collins Old Dominion University.

Pages Self-Regulated Learning and Academic Achievement: An Overview. Barry J. Zimmerman. Educational Psychologist. Volume 25, - Cited by: 2.Self-regulated learning is a new approach to studying student academic achievement.

In contrast to previous ability or environmental formulations that address the why of achievement, self-regulation models focus on how students activate, alter, and sustain their learning practices Author: Barry J.

Zimmerman.May 13,  · This volume brings together internationally known researchers representing different theoretical perspectives on students' self-regulation of learning.

Diverse theories on how students become self-regulated learners are compared in terms of their conceptual origins, scientific form, research productivity, and pedagogical effectiveness. This is the only comprehensive comparison of .