A Cyclical Self-Regulatory Account of Student Engagement: Theoretical Foundations and Applications
暂无分享,去创建一个
[1] B. Zimmerman,et al. Self-regulation of learning: Process approaches to personal development. , 2012 .
[2] Steve Graham,et al. APA Educational Psychology Handbook. , 2011 .
[3] B. Zimmerman,et al. Handbook of Self-Regulation of Learning and Performance , 2011 .
[4] Aaron Gubi,et al. MOTIVATION AND SELF-REGULATION ASSESSMENTS: PROFESSIONAL PRACTICES AND NEEDS OF SCHOOL PSYCHOLOGISTS , 2010 .
[5] Peggy P. Chen,et al. Self-regulation, motivation, and math achievement in middle school: variations across grade level and math context. , 2009, Journal of school psychology.
[6] Allan Wigfield,et al. Handbook of motivation at school , 2009 .
[7] Timothy J. Cleary,et al. School-Based Motivation and Self-Regulation Assessments: An Examination of School Psychologist Beliefs and Practices , 2009 .
[8] B. Zimmerman,et al. Motives to self-regulate learning: A social cognitive account. , 2009 .
[9] Steven C. Fleisher,et al. Book Review: Motivation and Self-Regulated Learning: Theory, Research, and Applications by Edited by Dale H. Schunk and Barry J. Zimmerman (Lawrence Erlbaum Associates, 2008) , 2009 .
[10] H. Bembenutty. The Last Word: An Interview With Barry J. Zimmerman: Achieving Self-Fulfilling Cycles of Academic Self-Regulation , 2008 .
[11] T. Cleary,et al. Effectiveness of the Self-Regulation Empowerment Program With Urban High School Students , 2008 .
[12] Barry J. Zimmerman,et al. Effects of Self-Correction Strategy Training on Middle School Students' Self-Efficacy, Self-Evaluation, and Mathematics Division Learning , 2008 .
[13] B. Zimmerman. Investigating Self-Regulation and Motivation: Historical Background, Methodological Developments, and Future Prospects , 2008, American Educational Research Journal.
[14] S. Berman,et al. Best practices in fostering student engagement , 2008 .
[15] S. Jimerson,et al. School Psychology in the United States , 2007 .
[16] P. Farrell,et al. The handbook of international school psychology , 2007 .
[17] Anastasia Kitsantas,et al. Enhancing self-regulation of practice: the influence of graphing and self-evaluative standards , 2007 .
[18] Philip H. Winne,et al. Learning from Learning Kits: gStudy Traces of Students’ Self-Regulated Engagements with Computerized Content , 2006 .
[19] Olusola O. Adesope,et al. Learning With Concept and Knowledge Maps: A Meta-Analysis , 2006 .
[20] J. Greene,et al. Adolescents' Use of Self-Regulatory Processes and Their Relation to Qualitative Mental Model Shifts While Using Hypermedia , 2006, ICLS.
[21] Tedd Keating,et al. Training Physical Education Students to Self-Regulate During Basketball Free Throw Practice , 2006, Research quarterly for exercise and sport.
[22] Barry J. Zimmerman,et al. Teachers' Perceived Usefulness of Strategy Microanalytic Assessment Information. , 2006 .
[23] Bernhard Schmitz,et al. New perspectives for the evaluation of training sessions in self-regulated learning: Time-series analyses of diary data , 2006 .
[24] Frank M. Pajares,et al. Self-efficacy beliefs of adolescents , 2006 .
[25] D. Butler,et al. Promoting Strategic Learning by Eighth‐Grade Students Struggling in Mathematics: A Report of Three Case Studies , 2005 .
[26] Steve Graham,et al. Improving the Writing Performance of Young Struggling Writers , 2005 .
[27] Deborah L. Butler,et al. Promoting Effective Task Interpretation as an Important Work Habit: A Key to Successful Teaching and Learning , 2004, Teachers College Record: The Voice of Scholarship in Education.
[28] B. Zimmerman,et al. Self-Regulation Empowerment Program: A School-Based Program to Enhance Self-Regulated and Self-Motivated Cycles of Student Learning. , 2004 .
[29] Jennifer A. Fredricks,et al. School Engagement: Potential of the Concept, State of the Evidence , 2004 .
[30] Shawn Van Etten,et al. Big theories revisited , 2004 .
[31] C. Wolters,et al. Regulation of Motivation: Evaluating an Underemphasized Aspect of Self-Regulated Learning , 2003 .
[32] Tim Urdan,et al. Changes in the perceived classroom goal structure and pattern of adaptive learning during early adolescence , 2003 .
[33] S. Graham,et al. Self-Determination for Students with Disabilities: Views of Parents and Teachers , 2003 .
[34] Dianne Jamieson-Noel,et al. Self-regulating studying by objectives for learning: Students’ reports compared to a model , 2003 .
[35] Lynn S. Fuchs,et al. Enhancing third-grade student' mathematical problem solving with self-regulated learning strategies. , 2003 .
[36] B. Zimmerman,et al. The Psychology of Problem Solving: Motivating Self-Regulated Problem Solvers , 2003 .
[37] Philip H. Winne,et al. Exploring students’ calibration of self reports about study tactics and achievement , 2002 .
[38] Anastasia Kitsantas,et al. Comparing Self-Regulatory Processes Among Novice, Non-Expert, and Expert Volleyball Players: A Microanalytic Study , 2002 .
[39] Nancy E. Perry,et al. Investigating Teacher-Student Interactions That Foster Self-Regulated Learning , 2002 .
[40] Mark R. Shinn,et al. Interventions for academic and behavior problems II : Preventive and remedial approaches , 2002 .
[41] J. Eccles,et al. Motivational beliefs, values, and goals. , 2002, Annual review of psychology.
[42] A. Bandura. Social cognitive theory: an agentic perspective. , 1999, Annual review of psychology.
[43] Philip H. Winne,et al. Context moderates students' self-reports about how they study , 2001 .
[44] M. Puustinen,et al. Models of Self-regulated Learning: A review , 2001 .
[45] Barry J. Zimmerman,et al. Self-Regulation Differences during Athletic Practice by Experts, Non-Experts, and Novices , 2001 .
[46] Philip H. Winne,et al. Self-regulated learning viewed from models of information processing. , 2001 .
[47] B. Zimmerman,et al. Self-regulated learning and academic achievement : theoretical perspectives , 2001 .
[48] M. Wehmeyer,et al. A National Survey of Teachers' Promotion of Self-Determination and Student-Directed Learning , 2000 .
[49] Charles S. Carver,et al. On the structure of behavioral self-regulation. , 2000 .
[50] C. Weinstein,et al. Self-Regulation Interventions with a Focus on Learning Strategies , 2000 .
[51] P. Pintrich. The role of goal orientation in self-regulated learning. , 2000 .
[52] B. Zimmerman. Attaining self-regulation: A social cognitive perspective. , 2000 .
[53] P. Pintrich,et al. Handbook of self-regulation , 2000 .
[54] Philip H. Winne,et al. Measuring Self-Regulated Learning , 2000 .
[55] A. Bandura. Self-Efficacy: The Exercise of Control , 1997, Journal of Cognitive Psychotherapy.
[56] C. Wolters,et al. The relation between high school students' motivational regulation and their use of learning strategies, effort, and classroom performance. , 1999 .
[57] Martin Agran,et al. Teacher Perceptions of Self-Determination: Benefits, Characteristics, Strategies. , 1999 .
[58] Deborah L. Butler,et al. The Strategic Content Learning approach to promoting self-regulated learning : A report of three studies , 1998 .
[59] S. Graham,et al. Self-Regulated Strategy Development and the Writing Process: Effects on Essay Writing and Attributions , 1998 .
[60] Philip H. Winne,et al. Studying as self-regulated learning. , 1998 .
[61] Douglas J. Hacker,et al. Metacognition in educational theory and practice. , 1998 .
[62] Steve Graham,et al. Writing and self-regulation: Cases from the self-regulated strategy development model. , 1998 .
[63] B. Zimmerman,et al. Self-regulated learning : from teaching to self-reflective practice , 1998 .
[64] Anastasia Kitsantas,et al. Developmental phases in self-regulation : Shifting from process goals to outcome goals , 1997 .
[65] R. Reid,et al. Use of a self-regulated strategy intervention to improve word problem-solving skills of students with mild disabilities , 1996 .
[66] A. Bandura,et al. Multifaceted impact of self-efficacy beliefs on academic functioning. , 1996, Child development.
[67] Anastasia Kitsantas,et al. Self-regulated learning of a motoric skill: The role of goal setting and self-monitoring , 1996 .
[68] P. Pintrich,et al. Motivation in Education: Theory, Research, and Applications , 1995 .
[69] Barry J. Zimmerman,et al. Self‐monitoring during collegiate studying: An invaluable tool for academic self‐regulation , 1995 .
[70] B. Zimmerman. Self-regulation involves more than metacognition: A social cognitive perspective , 1995 .
[71] Marilyn E. Gist,et al. Responses to Successful and Unsuccessful Performance: The Moderating Effect of Self-Efficacy on the Relationship between Performance and Attributions , 1995 .
[72] D. Butler,et al. Promoting Strategic Learning by Postsecondary Students with Learning Disabilities , 1995, Journal of learning disabilities.
[73] B. Zimmerman,et al. Impact of Self-Regulatory Influences on Writing Course Attainment , 1994 .
[74] P. Pintrich,et al. Reliability and Predictive Validity of the Motivated Strategies for Learning Questionnaire (Mslq) , 1993 .
[75] Carl W. Swartz,et al. Writing strategy instruction with gifted students: Effects of goals and feedback on self-efficacy and skills. , 1993 .
[76] B. Zimmerman,et al. Self-Motivation for Academic Attainment: The Role of Self-Efficacy Beliefs and Personal Goal Setting , 1992, American Educational Research Journal.
[77] Thérèse Bouffard-Bouchard,et al. Influence of Self-Efficacy on Self-Regulation and Performance among Junior and Senior High-School Age Students , 1991 .
[78] Henry L. Tosi. A Theory of Goal Setting and Task Performance , 1991 .
[79] Steven D. Brown,et al. Relation of self-efficacy beliefs to academic outcomes: A meta-analytic investigation. , 1991 .
[80] Brian C. McKevitt,et al. Best Practices in School Psychology IV , 1990 .
[81] P. Pintrich,et al. Motivational and self-regulated learning components of classroom academic performance. , 1990 .
[82] D. Schunk. Social Cognitive Theory and Self-Regulated Learning , 1989 .
[83] F. C. Mace,et al. Operant Theory and Research on Self-Regulation , 1989 .
[84] B. Zimmerman,et al. Self-regulated learning and academic achievement: Theory, research, and practice. , 1989 .
[85] Barbara L. McCombs,et al. Self-Regulated Learning and Academic Achievement: A Phenomenological View , 1989 .
[86] Martha Carr,et al. Effects of Attributional Retraining on Strategy-Based Reading Comprehension in Learning-Disabled Students. , 1988 .
[87] B. Zimmerman,et al. Development of a Structured Interview for Assessing Student Use of Self-Regulated Learning Strategies , 1986 .
[88] M. Clifford. THE COMPARATIVE EFFECTS OF STRATEGY AND EFFORT ATTRIBUTIONS , 1986 .
[89] A. Bandura. Social Foundations of Thought and Action: A Social Cognitive Theory , 1985 .
[90] J. Kuhl. Volitional Mediators of Cognition-Behavior Consistency: Self-Regulatory Processes and Action Versus , 1985 .
[91] J. Beckmann,et al. Action control : from cognition to behavior , 1985 .
[92] E. Mandinach,et al. The role of cognitive engagement in classroom learning and motivation , 1983 .
[93] Dale H. Schunk,et al. Progress Self-Monitoring: Effects on Children’s Self-Efficacy and Achievement , 1982 .
[94] D. Schunk. Modeling and attributional effects on children's achievement: A self-efficacy analysis. , 1981 .
[95] K. A. Ericsson,et al. Verbal reports as data. , 1980 .
[96] D. Meichenbaum. Cognitive-Behavior Modification: An Integrative Approach , 1977 .
[97] A. Bandura. Self-efficacy: toward a unifying theory of behavioral change. , 1977, Psychological review.
[98] A. Bandura. Toward a unifying theory of behavioral change , 1977 .
[99] D. Meichenbaum. Cognitive-Behavior Modification , 1977 .
[100] W. T. Powers. Behavior, the control of perception , 1973 .
[101] A. Beck. THINKING AND DEPRESSION. I. IDIOSYNCRATIC CONTENT AND COGNITIVE DISTORTIONS. , 1963, Archives of general psychiatry.
[102] G. Miller,et al. Plans and the structure of behavior , 1960 .