SZodixStudyAcademic Library
ShelvesOpen access
Study · an open academic library·Metadata from OpenAlex (CC0)·Shelves·OpenAlex metadata, de-duplicated
Dynamic Self-Regulation: The Driving Force Behind Academic Achievement
13 references·3 citing·45 second hop
Dynamic Self-Regulation: The Driving Force Behind Academic Achievement (2000)Dynamic Self-Regulation: The Driving Forc…Self-regulated learning and college students' regulation of motivation. (1998)Self-regulated learning and c…Self-regulation involves more than metacognition: A social cognitive perspective (1995)Self-regulation involves more…More about the development of self-regulation: Complex, long-term, and thoroughly social (1995)More about the development of…Inherent details in self-regulated learning (1995)Inherent details in self-regu…Critical Thinking and Its Relationship to Motivation, Learning Strategies, and Classroom Experience. (1992)Critical Thinking and Its Rel…Contributions of active and dynamic self-regulation to learning (1992)Contributions of active and d…Critical Thinking: What Every Person Needs To Survive in a Changing World (1991)Critical Thinking: What Every…A Manual for the Use of the Motivated Strategies for Learning Questionnaire (MSLQ). (1991)A Manual for the Use of the M…Putting the Self in Self-Regulated Learning: The Self as Agent in Integrating Will and Skill (1990)Putting the Self in Self-Regu…Active and Dynamic Self-Regulation of Learning Processes (1990)Active and Dynamic Self-Regul…Thought and Knowledge: An Introduction to Critical Thinking (1989)Thought and Knowledge: An Int…Motivational Skills Training: Combining Metacognitive, Cognitive, and Affective Learning Strategies (1988)Motivational Skills Training:…“Spontaneous” strategy use: Perspectives from metacognitive theory (1987)“Spontaneous” strategy use: P…Fostering Master's Students' Metacognition and Self-Regulation Practices for Research Writing (2018)Fostering Master's Students' …Écriture réflexive et développement professionnel : quels indicateurs ? (2009)Écriture réflexive et dévelop…The Relationship of Self-Efficacy, Identity Style, and Stage of Change with Academic Self-Regulation (2004)The Relationship of Self-Effi…Feeling and thinking: Preferences need no inferences. (1980)Human Inference: Strategies and Shortcomings of Social Judgment. (1983)Self-Regulated Learning and Academic Achievement: An Overview (1990)Self-Directed Learning: Toward a Comprehensive Model (1997)The Role of Goal Orientation in Self-Regulated Learning (2000)Motivational profiles from a self-determination perspective: The quality of motivation matters. (2009)The Dynamic Self-Concept: A Social Psychological Perspective (1987)A social-cognitive approach to motivation and personality. (1988)A Theory-Based Meta-Analysis of Research on Instruction. (1998)The Potential for Autonomy in Learning: Perceptions of competence, motivation and locus of control in first-year undergraduate students (2001)The Construction Of Reality In The Child (2013)Theories of Motivation in Education: an Integrative Framework (2023)AN IMPLICIT TECHNOLOGY OF GENERALIZATION 1 (1977)Reciprocal Teaching of Comprehension-Fostering and Comprehension-Monitoring Activities (1984)Beyond IQ: A Triarchic Theory of Human Intelligence (1986)A primer of research on cognitive strategy instruction: The important issues and how to address them (1990)Motivational components of underachievement. (1991)Cognitive orientation to daily occupational performance (CO-OP): part I--theoretical foundations. (2001)Self-Efficacy and Academic Motivation (1991)Toward a Unifying Social Cognitive Theory of Career and Academic Interest, Choice, and Performance (1994)Developmental phases in self-regulation: Shifting from process goals to outcome goals. (1997)The relationship between the big-five model of personality and self-regulated learning strategies (2007)Self-Directed Learning in Problem-Based Learning and its Relationships with Self-Regulated Learning (2008)A Coefficient of Agreement for Nominal Scales (1960)Action control : from cognition to behavior (1985)The Four-Phase Model of Interest Development (2006)Psychological correlates of university students' academic performance: A systematic review and meta-analysis. (2012)A Theory of Cognitive Dissonance (1957)The Structure of Scientific Revolutions (1963)Mind in Society: The Development of Higher Psychological Processes (1978)The reading–science learning–writing connection: Breakthroughs, barriers, and promises (1994)Interactive multimedia and model-based learning in biology (2000)A Framework for Analyzing, Designing, and Sequencing Planned Elearning Interactions (2009)Calibration of Comprehension: Research and Implications for Education and Instruction (1998)Effects of elicited reflections combined with tutor or peer feedback on self-regulated learning and learning outcomes (2007)The relationship between parental involvement, self-regulated learning, and reading achievement of fifth graders: a path analysis using the ECLS-K database (2009)Teaching critical thinking for transfer across domains. (1998)Fostering students' knowledge and argumentation skills through dilemmas in human genetics (2001)PISA 2012 Assessment and Analytical Framework (2013)Beyond Abilities: A Dispositional Theory of Thinking. (1993)A Critical Approach to Critical Thinking in TESOL (1997)An integrated critical thinking framework for the 21st century (2014)Achievement goals, study strategies, and exam performance: A mediational analysis. (1999)Handbook of Motivation at School (2009)Measuring emotions in students’ learning and performance: The Achievement Emotions Questionnaire (AEQ) (2010)
this work references cited by second hop

References

  • 1991A Manual for the Use of the Motivated Strategies for Learning Questionnaire (MSLQ).3,259 cited
  • 1989Thought and Knowledge: An Introduction to Critical Thinking1,601 cited
  • 1991Critical Thinking: What Every Person Needs To Survive in a Changing World808 cited
  • 1998Self-regulated learning and college students' regulation of motivation.803 cited
  • 1995Inherent details in self-regulated learning729 cited
  • 1995Self-regulation involves more than metacognition: A social cognitive perspective588 cited
  • 1990Putting the Self in Self-Regulated Learning: The Self as Agent in Integrating Will and Skill296 cited
  • 1987“Spontaneous” strategy use: Perspectives from metacognitive theory213 cited
  • 1995More about the development of self-regulation: Complex, long-term, and thoroughly social187 cited
  • 1990Active and Dynamic Self-Regulation of Learning Processes175 cited
  • 1988Motivational Skills Training: Combining Metacognitive, Cognitive, and Affective Learning Strategies124 cited
  • 1992Critical Thinking and Its Relationship to Motivation, Learning Strategies, and Classroom Experience.83 cited
  • 1992Contributions of active and dynamic self-regulation to learning64 cited

Cited by

  • 2009Écriture réflexive et développement professionnel : quels indicateurs ?

Only edges whose both ends are imported exist here. Widen the year window, or show the whole map. Back to the work

53 cited
  • 2004The Relationship of Self-Efficacy, Identity Style, and Stage of Change with Academic Self-Regulation46 cited
  • 2018Fostering Master's Students' Metacognition and Self-Regulation Practices for Research Writing22 cited