Using peer modeling to teach self-regulation

Journal of Experimental Education

Volumn 68, Issue 1, 1999, Pages 21-39

  Orange, Carolyn ^a  

^a UNIVERSITY OF TEXAS AT SAN ANTONIO   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0033196172     PISSN: 00220973     EISSN: 19400683     Source Type: Journal    
DOI: 10.1080/00220979909598492     Document Type: Article

References (39)

1. Anderson, J. C, & Gerbing, D. W. (1984). The effect of sampling error on convergence, improper solutions and goodness of fit indices for maximum likelihood confirmatory factor analysis. Psychometrika, 49, 155-173.
2. Arbuckle, J. L. (1994-1997). AMOS (Version 3.6.) (Statistical Software). Chicago: SmallWaters.
3. Bandura, A. (1982). Self efficacy in human agency. American Psychologist, 37, 122-147.
4. Bandura, A. (1986). Social foundations of thought and action. Englewood Cliffs, NJ: Prentice Hail.
5. Bentler, P. M. (1992). On the fit of models to covariances and methodology to the bulletin. Psychological Bulletin. 112. 400-404.
6. Bollen, K. A. (1989). Structural equations with latent variables. New York: Wiley.
7. Browne, M. W„ & Cudek, R. (1993). Alternative ways of assessing model fit. In K. A. Bollen & J. S. Long (Eds.), Testing structural equation models (pp. 136-162). Newbury Park, CA: Sage.
8. Campbell, D., & Stanley, J. (1963). Experimental and quasi-experimental designs for research on teaching. In N. L. Gage (Ed.), Handbook of research on teaching (pp. 171-246). Chicago: Rand McNally.
9. Cohen, J. (1987). Statistical power analysis for the behavioral sciences. Hillsdale, NJ: Erlbaum.
10. Cohen, J. (1992). A power primer. Psychological Bulletin, 112, 155-159.
11. Como, L., Collins, K. M., & Capper, J. (1982). Where there’s a way there's a will: Self-regulating the low achieving student. (ERIC Document Reproduction Service No. ED 222 499)
12. Cozby, P. (1989). Methods in behavioral research. Mountain View, CA: Mayfield.
13. Ding, L., Velicer, W. F„ & Harlow, L. L. (1995). Effects of estimation methods, number of indicators per factor and improper solutions on structural equation modeling fit indices. Structural Equation Modeling, 2, 119-144.
14. Dixon-Krauss, L. (1996). Vygotsky’s sociohistorical perspective on learning and its application to western literacy instruction. In L. Dixon-Krauss (Ed.), Vygotsky in the classroom: Mediated literacy instruction and assessment (pp. 7-24). White Plains, NY: Longman.
15. Ferguson, G. A. (1976). Statistical analysis in psychology A education. St. Louis, MO: McGraw-Hill.
16. Friedenberg, L. (1995). Psychological testing: Design analysis and use. Needham Heights, MA: Allyn &. Bacon.
17. Goodman, C. J. (1995). Research in psychology: Methods and designs. New York: Wiley.
18. Guadagnoli, E„ & Velicer, W. F. (1988). Relation of sample size to the stability of component patterns. Psychological Bulletin, 103, 265-275.
19. Howard-Rose, D., & Winne, P. H. (1993). Measuring components and sets of cognitive processes in self-regulated learning. Journal of Educational Psychology, 85, 591-604.
20. Jaccard, J. J., & Wan, C. K. (1996). USREL approaches to interaction effects in multiple regression (Sage University Paper series on Quantitative Applications in the Social Sciences, Series No. 07-114). Thousand Oaks, CA: Sage.
21. Joreskog, K. G. (1971). Statistical analysis of sets of congeneric tests. Psychometrika, 36, 109-133.
22. Joreskog, K., & Sorbom, D. (1993). USREL 8 user's reference guide. Chicago: Scientific Software.
23. Joreskog, K., & Sorbom, D. (1997, March). Structural equation modeling. Paper presented at National Opinion Research Center, Scientific Software, Chicago.
24. Kerka, S. (1994). Self-directed learning. (ERIC Document Reproduction Service No. ED 365 818)
25. Lan, W. Y. (1996). The effects of self-monitoring on students’ course performance, use of learning strategies, attitude, self-judgment ability, and knowledge representation. The Journal of Experimental Education, 64, 101-115.
26. Lehman, R. S. (1991). Statistics and research design in the behavioral sciences. Belmont, CA: Wadsworth.
27. Lidner, R. W„ & Harris, B. R. (1993, January). Teaching self-regulated learning strategies. Paper presented at the convention of the Association for Educational Communications and Technology, New Orleans, LA.
28. Marsh, H. W„ Balia J. R., & McDonald R. P. (1988). Goodness-of-fit indexes in confirmatory factor analysis: The effect of sample size. Psychological Bulletin, 103, 391-410.
29. Mealy, D. (1990). Understanding the motivation problems of at-risk college students. Journal of Reading, 33, 598-601.
30. Mueller, R. O. (1996). Basic principles of structured equation modeling. New York: Springer-Verlag.
31. Paris, S. G., & Oka, E. R. (1986). Children’s reading strategies, metacognition, and motivation. Developmental Review, 6, 25-56.
32. Pintrich, P. R., & DeGroot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82, 33-40.
33. Ridley, D. S., McCombs, B., & Taylor, K. (1994). Walking the talk: Fostering self-regulated learning in the classroom. Middle School Journal, 26, 52-57.
34. Ridley, D. S., Schutz, P.A., Glanz, R. S., & Weinstein, C. E. (1992). Self-regulated learning: The interactive influence of metacognitive awareness and goal-setting. The Journal of Experimental Education, 60, 293-306.
35. Schunk, D. H. (1996). Learning theories: An educational perspective. Englewood Cliffs, NJ: Prentice Hall.
36. Shumacker, R. E., & Lomax, R. G. (1996). A beginner’s guide to structural equation modeling. Hillsdale, NJ: Erlbaum.
37. Zimmerman, B. J. (1989). Social cognitive view of self-regulated academic learning. Journal of Educational Psychology, 81, 329-339.
38. Zimmerman, B. J., & Martinez-Pons, M. (1988). Construct validation of a strategy model of student self-regulated learning. Journal of Educational Psychology, 80, 284-290.
39. Zimmerman, B. J., & Martinez-Pons, M. (1990). Student differences in self-regulated learning: Relating grade, sex and giftedness to self-efficacy and strategy use. Journal of Educational Psychology, 82, 51-59.