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A conceptual framework and a professional development model for supporting teachers’ “triple SRL–SRT processes” and promoting students’ academic outcomes
16 references·3 citing·48 second hopsampled
A conceptual framework and a professional development model for supporting teachers’ “triple SRL–SRT processes” and promoting students’ academic outcomes (2021)A conceptual framework and a professional…Handbook of Self-Regulation of Learning and Performance (2017)Handbook of Self-Regulation o…Comparing online and blended learner's self-regulated learning strategies and academic performance (2017)Comparing online and blended …The Relation Between Self-Regulated Learning and Academic Achievement Across Childhood and Adolescence: A Meta-Analysis (2015)The Relation Between Self-Reg…Best Practices in Teachers’ Professional Development in the United States (2015)Best Practices in Teachers’ P…Professional competence of teachers: Effects on instructional quality and student development. (2013)Professional competence of te…Improving Impact Studies of Teachers’ Professional Development: Toward Better Conceptualizations and Measures (2009)Improving Impact Studies of T…Investigating Self-Regulation and Motivation: Historical Background, Methodological Developments, and Future Prospects (2008)Investigating Self-Regulation…Effects of Video Club Participation on Teachers' Professional Vision (2008)Effects of Video Club Partici…The Power of Feedback (2007)The Power of FeedbackMetacognition and learning: conceptual and methodological considerations (2006)Metacognition and learning: c…Self‐regulation empowerment program: A school‐based program to enhance self‐regulated and self‐motivated cycles of student learning (2004)Self‐regulation empowerment p…Becoming a Self-Regulated Learner: An Overview (2002)Becoming a Self-Regulated Lea…Self-Efficacy: An Essential Motive to Learn (2000)Self-Efficacy: An Essential M…Measuring Self-Regulated Learning (2000)Measuring Self-Regulated Lear…Promoting general metacognitive awareness (1998)Promoting general metacogniti…Teachers' Beliefs and Educational Research: Cleaning up a Messy Construct (1992)Teachers' Beliefs and Educati…Self-Regulated Learning Interventions for Pre-service Teachers: a Systematic Review (2024)Self-Regulated Learning Inter…Is Teachers’ Well-Being Associated with Students’ School Experience? A Meta-analysis of Cross-Sectional Evidence (2023)Is Teachers’ Well-Being Assoc…The elusive links between teachers’ teaching-related emotions, motivations, and self-regulation and students’ educational outcomes (2021)The elusive links between tea…Mind in Society: The Development of Higher Psychological Processes (1978)Case Study Research: Design and Methods (1984)Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. (2000)Transformational Teaching: Theoretical Underpinnings, Basic Principles, and Core Methods (2012)How students create motivationally supportive learning environments for themselves: The concept of agentic engagement. (2013)Motivation and social cognitive theory (2019)Those Who Understand: Knowledge Growth in Teaching (1986)Knowledge and Teaching:Foundations of the New Reform (1987)Fit indices in covariance structure modeling: Sensitivity to underparameterized model misspecification. (1998)Generic dimensions of teaching quality: the German framework of Three Basic Dimensions (2018)The effects of teacher competence on student outcomes in elementary science education: The mediating role of teaching quality (2019)Teacher job satisfaction: the importance of school working conditions and teacher characteristics (2020)Self-efficacy: Toward a unifying theory of behavioral change. (1977)Self-efficacy: Toward a unifying theory of behavioral change. (1977)Self-Efficacy: The Exercise of Control (1999)What is Interactivity and is it Always Such a Good Thing? Implications of Definition, Person, and Situation for the Influence of Interactivity on Advertising Effectiveness (2002)The Four-Phase Model of Interest Development (2006)Early adolescents' perceptions of the classroom social environment, motivational beliefs, and engagement. (2007)Attaining Self-Regulation (2000)Handbook of Self-Regulation (2000)Interactions of Metacognition With Motivation and Affect in Self-Regulated Learning: The MASRL Model (2011)Self-regulated learning strategies & academic achievement in online higher education learning environments: A systematic review (2015)Case Study Research: Design and Methods (1991)Qualitative Data Analysis: An Expanded Sourcebook (1994)Conceptualizing Teacher Professional Learning (2011)Effective Teacher Professional Development (2017)Social Foundations of Thought and Action : A Social Cognitive Theory (1985)Handbook of research on teaching (1986)Teacher Efficacy: Its Meaning and Measure (1998)Teacher pedagogical beliefs: The final frontier in our quest for technology integration? (2005)The Concept of Mind (2006)Teacher Technology Change (2010)Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry. 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(1982)Intrinsic Motivation and Self-Determination in Human Behavior (1985)Developing the theory of formative assessment (2009)The development of student feedback literacy: enabling uptake of feedback (2018)Problem-Based Learning: What and How Do Students Learn? (2004)Agency as a fourth aspect of students’ engagement during learning activities (2011)
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References

  • 2007The Power of Feedback12,871 cited
  • 1992Teachers' Beliefs and Educational Research: Cleaning up a Messy Construct8,982 cited
  • 2002Becoming a Self-Regulated Learner: An Overview7,541 cited
  • 2009Improving Impact Studies of Teachers’ Professional Development: Toward Better Conceptualizations and Measures4,855 cited
  • 2000Self-Efficacy: An Essential Motive to Learn4,287 cited
  • 2008Investigating Self-Regulation and Motivation: Historical Background, Methodological Developments, and Future Prospects3,732 cited
  • 2006Metacognition and learning: conceptual and methodological considerations2,022 cited
  • 2017Handbook of Self-Regulation of Learning and Performance1,820 cited
  • 2013Professional competence of teachers: Effects on instructional quality and student development.1,551 cited
  • 2000Measuring Self-Regulated Learning1,383 cited
  • 2008Effects of Video Club Participation on Teachers' Professional Vision1,183 cited
  • 1998Promoting general metacognitive awareness1,029 cited
  • 2015The Relation Between Self-Regulated Learning and Academic Achievement Across Childhood and Adolescence: A Meta-Analysis809 cited
  • 2015Best Practices in Teachers’ Professional Development in the United States710 cited
  • 2004

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Self‐regulation empowerment program: A school‐based program to enhance self‐regulated and self‐motivated cycles of student learning
682 cited
  • 2017Comparing online and blended learner's self-regulated learning strategies and academic performance678 cited
  • Cited by

    • 2023Is Teachers’ Well-Being Associated with Students’ School Experience? A Meta-analysis of Cross-Sectional Evidence66 cited
    • 2021The elusive links between teachers’ teaching-related emotions, motivations, and self-regulation and students’ educational outcomes60 cited
    • 2024Self-Regulated Learning Interventions for Pre-service Teachers: a Systematic Review38 cited