Investigating Self-Regulation and Motivation: Historical Background, Methodological Developments, and Future Prospects

Published on Mar 1, 2008in American Educational Research Journal
· DOI :10.3102/0002831207312909
Barry J. Zimmerman77
Estimated H-index: 77
(CUNY: City University of New York)
Sources
Abstract
The topic of how students become self-regulated as learners has attracted researchers for decades. Initial attempts to measure self-regulated learning (SRL) using questionnaires and interviews were successful in demonstrating significant predictions of students’ academic outcomes. The present article describes 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. These innovative methods include computer traces, think-aloud protocols, diaries of studying, direct observation, and microanalyses. Although still in the formative stage of development, these online measures are providing valuable new information regarding the causal impact of SRL processes as well as raising new questions for future study.
📖 Papers frequently viewed together
1997
1 Author (Albert Bandura)
29.6k Citations
518 Citations
2000
2,194 Citations
References37
Newest
#1Barry J. Zimmerman (UNCG: University of North Carolina at Greensboro)H-Index: 77
#2Dale H. Schunk (CUNY: City University of New York)H-Index: 71
207 CitationsSource
Excerpt: Understanding self-regulated learning is essential in today’s academic and social world, and this handbook is a keeper for developers, faculty, and students. As learning moves through its various levels and depths, relevance is essential. Though teachers are trained in content, many are not supported in the dynamics of how to help students move toward the intrinsic or self-regulated end of the motivational continuum. Because it is impossible to separate successful learning from healthy ...
191 CitationsSource
#1Dale H. Schunk (UI: University of Iowa)H-Index: 71
#2Barry J. Zimmerman (CUNY: City University of New York)H-Index: 77
This volume focuses on the role of motivational processes - such as goals, attributions, self-efficacy, outcome expectations, self-concept, self-esteem, social comparisons, emotions, values, and self-evaluations- in self-regulated learning. It provides theoretical and empirical evidence demonstrating the role of motivation in self-regulated learning, and discusses detailed applications of the principles of motivation and self-regulation in educational contexts. Each chapter includes a descriptio...
518 CitationsSource
#1Jeffrey A. Greene (UMD: University of Maryland, College Park)H-Index: 28
#2Roger Azevedo (U of M: University of Memphis)H-Index: 47
This study examined 148 adolescents' use of self-regulated learning (SRL) processes when learning about the circulatory system using hypermedia. We examined participants' verbal protocols to determine the relationship between SRL processes and qualitative shifts in students' mental models from pretest to posttest. Results indicated that participants who exhibited a qualitative shift displayed differential use of six SRL processes, including metacognitive monitoring activities, learning strategie...
190 CitationsSource
#1John Hattie (University of Auckland)H-Index: 1
#2Helen Timperley (University of Auckland)H-Index: 28
Feedback is one of the most powerful influences on learning and achievement, but this impact can be either positive or negative. Its power is frequently mentioned in articles about learning and teaching, but surprisingly few recent studies have systematically investigated its meaning. This article provides a conceptual analysis of feedback and reviews the evidence related to its impact on learning and achievement. This evidence shows that although feedback is among the major influences, the type...
11.4k CitationsSource
#1K. Anders EricssonH-Index: 62
The superior skills of experts, such as accomplished musicians and chess masters, can be amazing to most spectators. For example, club-level chess players are often puzzled by the chess moves of grandmasters and world champions. Similarly, many recreational athletes find it inconceivable that most other adults – regardless of the amount or type of training – have the potential ever to reach the performance levels of international competitors. Especially puzzling to philosophers and scientists ha...
280 CitationsSource
#1Timothy J. Cleary (UWM: University of Wisconsin–Milwaukee)H-Index: 22
#2Barry J. Zimmerman (CUNY: City University of New York)H-Index: 77
Last. Tedd Keating (Manhattan College)H-Index: 5
view all 3 authors...
The additive effects of self-regulation training in forethought, performance, and self-reflection phase processes on acquiring a novel motoric skill (i.e., basketball free throws) and self-reflective beliefs were studied with 50 college students. The results showed a positive linear trend between the number of self-regulatory phases, in which the participants were trained, and their free throw shooting performance and shooting adaptation. The two- and three-phase training groups displayed signif...
173 CitationsSource
#1Bernhard Schmitz (Technische Universität Darmstadt)H-Index: 22
#2Bettina S. Wiese (UZH: University of Zurich)H-Index: 15
Abstract The present study combines a standardized diary approach with time-series analysis methods to investigate the process of self-regulated learning. Based on a process-focused adaptation of Zimmerman’s (2000) learning model, an intervention (consisting of four weekly training sessions) to increase self-regulated learning was developed. The diaries were applied to evaluate this intervention. A sample of 40 civil engineering students participated and 21 of them answered questions in standard...
357 CitationsSource
#1Philip H. WinneH-Index: 51
#2John C. NesbitH-Index: 22
Last. N Ancy E. PerryH-Index: 1
view all 7 authors...
We assume learners mediate instruction and self-regulate learning. Togather fine-grained time-sequenced data that trace these processes, theLearning Kit Project is developing software, called gStudy. Using cog-nitive tools in gStudy, learners can make notes, create glossaries, labeland index content, construct concept maps, search for information, chatand collaborate, and receive coaching. Each of gStudy’s tools is designedon the basis of prior research to scaffold learning and help learnersenha...
84 Citations
#1Roger Azevedo (UMD: University of Maryland, College Park)H-Index: 47
#2Jennifer G. Cromley (UMD: University of Maryland, College Park)H-Index: 20
The authors examined the effectiveness of self-regulated learning (SRL) training in facilitating college students' learning with hypermedia. Undergraduate students (N = 131) were randomly assigned to either a training condition or a control condition and used a hypermedia environment to learn about the circulatory system. Students in the SRL group were given a 30-min training session on the use of specific, empirically based SRL variables designed to foster their conceptual understanding; contro...
1,074 CitationsSource
Cited By2343
Newest
This paper attempts to investigate and compare two forms of learning logs using Google Sheets – individual and collaborative learning logs – and their effect on EFL university students’ development...
1 CitationsSource
#1Adrian M. Shrader (Mammal Research Institute)H-Index: 17
#2Ina Louw (University of Pretoria)H-Index: 4
Source
#1Kristen A. Sethares (UMassD: University of Massachusetts Dartmouth)H-Index: 12
#2Marilyn E. Asselin (URI: University of Rhode Island)
Last. Monika Schuler (UMassD: University of Massachusetts Dartmouth)H-Index: 2
view all 6 authors...
Abstract Background Exam wrapper, a structured self-regulated learning strategy, assists students to review study habits and performance on an exam with the goal of improving future study habits. Little is known about the use of this strategy in nursing students, particularly associate degree students. Objectives To describe and compare demographic characteristics, study habits, reasons for getting content wrong on an exam and future study plans between associate degree and baccalaureate nursing...
Source
#1Natercia Valle (UF: University of Florida)H-Index: 2
#2Pavlo D. Antonenko (UF: University of Florida)H-Index: 14
Last. Anne Corinne Huggins-Manley (UF: University of Florida)H-Index: 6
view all 4 authors...
Source
In order to promote the sustainable development of students’ learning capabilities, students are expected to take an active role in the feedback process. Ideally, students should not only actively interpret and act on the feedback received from their teachers, but they should also serve as feedback generators for their peers and themselves. Our study aimed to explore Chinese university English-as-a-Foreign-Language (EFL) students’ perceptions of the feedback practices in their classrooms and the...
Source
Source
Source
#1D. Jake Follmer (WVU: West Virginia University)H-Index: 5
#2Joseph C. Tise (PSU: Pennsylvania State University)H-Index: 1
Abstract Using a practice testing paradigm, this study examined the effects of item feedback on learners' metacomprehension and monitoring judgments before, during, and after comprehension testing. Participants (N = 294) were randomly assigned to one of three conditions: a feedback, no feedback, and control condition. Participants completed an assessment of prior knowledge, read a 1000-word science text, and completed a measure of reading strategies. They also provided metacomprehension, item-le...
Source
#1Cristina Casadevante (UAM: Autonomous University of Madrid)
#2Tuulia M. Ortner (University of Salzburg)H-Index: 13
Last. José Santacreu (UAM: Autonomous University of Madrid)H-Index: 14
view all 5 authors...
The aim of this research is to analyse the relevance of speed response and its regulation for learning. In order to avoid the biases of self-reports, we used a computerized objective test, The Category Learning Test (CLT). It measures the student’s actual behaviour while completing a learning task. In the first study (N = 41), we found that university students that achieved a high learning index performed slower than their mates did (t (37) = −4.05, p < .001, η2 = .307). Therefore, acting too fa...
Source
Source