· 2013· Review
Self-Regulated Learning and Academic Achievement
- 1,282citations
- 2013year
Short summary
This highly cited 2013 review synthesizes multiple theoretical perspectives on self-regulated learning (SRL) and its impact on academic achievement.
AI-generated from the title and abstract; the full text is not read.
Key points
- Synthesizes diverse theoretical perspectives on self-regulated learning (SRL).
- Examines the relationship between SRL and academic achievement across different theoretical lenses.
- Includes contributions from prominent researchers in educational psychology.
- Covers operant theory, social cognitive theory, information processing, and Vygotskian views.
AI-generated from the title and abstract; the full text is not read.
Abstract
Contents: Preface. B.J. Zimmerman, Theories of Self-Regulated Learning and Academic Achievement: An Overview and Analysis. F.C. Mace, P.J. Belfiore, J.M. Hutchinson, Operant Theory and Research on Self-Regulation. 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. L. Corno, Volitional Aspects of Self-Regulated Learning. M. McCaslin, D.T. Hickey, Self-Regulated Learning and Academic Achievement: A Vygotskian View. S.G. Paris, J.P. Byrnes, A.H. Paris, Constructing Theories, Identities, and Actions of Self-Regulated Learners. B.J. Zimmerman, D.H. Schunk, Reflections on Theories of Self-Regulated Learning and Academic Achievement.
The authors' abstract, as published at the source., 2013 · DOI ↗
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Field: Developmental and Educational Psychology
Developmental and Educational PsychologyPsychology