Journal ArticleDOI
Becoming a Self-Regulated Learner: Which Are the Key Subprocesses?.
TLDR
The basic form and purpose of self-regulated learning are described, and the contribution to this general formulation of each article in this special issue of Contemporary Educational Psychology is discussed as discussed by the authors.About:
This article is published in Contemporary Educational Psychology.The article was published on 1986-10-01. It has received 832 citations till now. The article focuses on the topics: Learning theory & Educational psychology.read more
Citations
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Book ChapterDOI
The role of goal orientation in self-regulated learning.
TL;DR: In this paper, a general framework of mastery and performance goals is proposed to conceptualize the academic achievement goals that students may adopt in classroom settings and their role in facilitating or constraining self-regulated learning.
Journal ArticleDOI
A social cognitive view of self-regulated academic learning.
TL;DR: The social cognitive conception of self-regulated learning presented in this article involves a triadic analysis of component processes and an assumption of reciprocal causality among personal, behavioral, and environmental triadic influences.
Journal ArticleDOI
Self-Regulated Learning and Academic Achievement: An Overview
TL;DR: In this article, the authors present a general definition of self-regulated academic learning and identify the distinctive features of this capability for acquiring knowledge and skill, drawing on subsequent articles in this journal issue as well as my research with colleagues.
Journal ArticleDOI
Investigating Self-Regulation and Motivation: Historical Background, Methodological Developments, and Future Prospects
TL;DR: The authors describe the second wave of research, which has involved the development of online measures of self-regulatory processes and motivational feelings or beliefs regarding learning in authentic contexts, including computer traces, think-aloud protocols, diaries of studying, direct observation, and microanalyses.
Journal ArticleDOI
Self-Motivation for Academic Attainment: The Role of Self-Efficacy Beliefs and Personal Goal Setting
TL;DR: In this paper, the causal role of students' self-efficacy beliefs and academic goals in self-motivated academic attainment was studied using path analysis procedures, where a path model of four selfmotivation variables and prior grades predicted students' final grades in social studies, R =.56.
References
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Social Foundations of Thought and Action : A Social Cognitive Theory
TL;DR: In this article, models of Human Nature and Casualty are used to model human nature and human health, and a set of self-regulatory mechanisms are proposed. But they do not consider the role of cognitive regulators.
Book
The ecology of human development : experiments by nature and design
TL;DR: An apparatus for measuring at least two of the following characteristics of a fluid; pH, partial pressure of dissolved gas or gases therein, inorganic ion concentration, hemoglobin, temperature, and the like, the apparatus comprising a vessel having a flow channel for fluid passing therethrough and means for inducing turbulence in the channel at specified locations.
Journal ArticleDOI
Development of a Structured Interview for Assessing Student Use of Self-Regulated Learning Strategies
TL;DR: In this article, the use of self-regulated learning strategies during class, homework, and study was investigated for l0th-grade students from a high achievement track and 40 from other (lower) achievement tracks of a suburban high school.
Book
Progress in experimental personality research
TL;DR: In undergoing this life, many people always try to do and get the best. as discussed by the authors But many people sometimes feel confused to get those things, and feeling the limited of experience and sources to be better is one of the lacks to own.
Journal ArticleDOI
Self-Efficacy Perspective On Achievement Behavior
TL;DR: The authors examined the idea that perceived self-efficacy is an important variable in understanding achievement behavior and found that students gain information about their level of selfefficacy from self-performances, vicarious experiences, verbal persuasion, and physiological indices.