메뉴 건너뛰기




Volumn 49, Issue 2, 2001, Pages 93-103

Instructional principles for self-regulation

Author keywords

[No Author keywords available]

Indexed keywords


EID: 0035534913     PISSN: 10421629     EISSN: None     Source Type: Journal    
DOI: 10.1007/BF02504930     Document Type: Article
Times cited : (101)

References (56)
  • 1
    • 0007326086 scopus 로고    scopus 로고
    • Operant theory and application to self-monitoring in adolescents
    • D.H. Schunk & B.J. Zimmerman, (Eds.). New York: The Guilford Press
    • Belfiore, P.J., & Hornyak, R.S. (1998). Operant theory and application to self-monitoring in adolescents. In D.H. Schunk & B.J. Zimmerman, (Eds.) Self-regulated learning; from teaching to self-reflective practice (pp. 184-202). New York: The Guilford Press.
    • (1998) Self-regulated Learning; from Teaching to Self-reflective Practice , pp. 184-202
    • Belfiore, P.J.1    Hornyak, R.S.2
  • 2
    • 0007263120 scopus 로고    scopus 로고
    • Factors influencing children's acquisition and demonstration of self-regulation on academic tasks
    • D.H. Schunk & B.J. Zimmerman, (Eds.). New York: The Guilford Press
    • Biemiller, A., Shany, M., Inglis, A., & Michenbaum, D. (1998). Factors influencing children's acquisition and demonstration of self-regulation on academic tasks. In D.H. Schunk & B.J. Zimmerman, (Eds.) Self-regulated learning; from teaching to self-reflective practice (pp. 203-224). New York: The Guilford Press.
    • (1998) Self-regulated Learning; from Teaching to Self-reflective Practice , pp. 203-224
    • Biemiller, A.1    Shany, M.2    Inglis, A.3    Michenbaum, D.4
  • 4
    • 0002140164 scopus 로고
    • Learning, remembering and understanding
    • P.H. Mussen, (Ed.). New York: Wiley
    • Brown, A.L., Bransford, J.D., Ferrara, R.A., & Campione, J.C. (1983). Learning, remembering and understanding. In P.H. Mussen, (Ed.) Handbook of psychology (Vol. III, pp. 77-166). New York: Wiley.
    • (1983) Handbook of Psychology , vol.3 , pp. 77-166
    • Brown, A.L.1    Bransford, J.D.2    Ferrara, R.A.3    Campione, J.C.4
  • 6
    • 0002099530 scopus 로고    scopus 로고
    • A strategic content learning approach to promoting self-regulated learning by students with learning disabilities
    • D.H. Schunk & B.J. Zimmerman, (Eds.). New York: The Guilford Press
    • Butler, D. (1998). A strategic content learning approach to promoting self-regulated learning by students with learning disabilities. In D.H. Schunk & B.J. Zimmerman, (Eds.) Self-regulated learning;from teaching to self-reflective practice (pp. 160-183). New York: The Guilford Press.
    • (1998) Self-regulated Learning;from Teaching to Self-reflective Practice , pp. 160-183
    • Butler, D.1
  • 7
    • 84970331366 scopus 로고
    • Feedback and self-regulated learning: A theoretical synthesis
    • Butler, D., & Winne, P.H. (1995). Feedback and self-regulated learning: A theoretical synthesis. Review of Educational Research, 65, 245-282.
    • (1995) Review of Educational Research , vol.65 , pp. 245-282
    • Butler, D.1    Winne, P.H.2
  • 8
    • 38249040862 scopus 로고
    • The metacognitive control components of self-regulated learning
    • Corno, L. (1986). The metacognitive control components of self-regulated learning. Contemporary Educational Psychology; 11, 333-346.
    • (1986) Contemporary Educational Psychology , vol.11 , pp. 333-346
    • Corno, L.1
  • 9
    • 85148406104 scopus 로고
    • Student volition and education: Outcomes, influences, and practices
    • D.H. Schunk & B.J. Zimmerman (Eds.). Hillsdale NJ: Lawrence Erlbaum Associates, Publishers
    • Corno, L. (1994). Student volition and education: Outcomes, influences, and practices. In D.H. Schunk & B.J. Zimmerman (Eds.), Self-regulation of learning and performance: Issues and educational applications (pp. 229-254). Hillsdale NJ: Lawrence Erlbaum Associates, Publishers.
    • (1994) Self-regulation of Learning and Performance: Issues and Educational Applications , pp. 229-254
    • Corno, L.1
  • 10
    • 21844481233 scopus 로고
    • Comments on winne: Analytic and systemic research are both needed.
    • Corno, L. (1995). Comments on Winne: Analytic and systemic research are both needed. Educational Psychologist, 30, 201-206.
    • (1995) Educational Psychologist , vol.30 , pp. 201-206
    • Corno, L.1
  • 11
    • 84860874655 scopus 로고
    • The role of cognitive engagement in classroom learning and motivation
    • Corno, L. & Mandinach, E.B. (1983). The role of cognitive engagement in classroom learning and motivation. Educational Psychologist, 18, 88-108.
    • (1983) Educational Psychologist , vol.18 , pp. 88-108
    • Corno, L.1    Mandinach, E.B.2
  • 13
    • 38249005170 scopus 로고
    • Cognitive control functions of study activities: A compensation model
    • Di Vesta, F.J., & Moreno, V. (1993). Cognitive control functions of study activities: A compensation model. Contemporary Educational Psychology, 18, 47-65.
    • (1993) Contemporary Educational Psychology , vol.18 , pp. 47-65
    • Di Vesta, F.J.1    Moreno, V.2
  • 15
    • 21344432264 scopus 로고    scopus 로고
    • The expert learner: Strategic, self-regulated, and reflective
    • Ertmer, P.A. & Newby, T.J., (1996). The expert learner: Strategic, self-regulated, and reflective. Instructional Science, 24, 1-24.
    • (1996) Instructional Science , vol.24 , pp. 1-24
    • Ertmer, P.A.1    Newby, T.J.2
  • 16
    • 0030508786 scopus 로고    scopus 로고
    • Students' responses and approaches to case-based instruction: The role of reflective self-regulation
    • Ertmer, P.A., Newby, T.J., & MacDougall, M. (1996). Students' responses and approaches to case-based instruction: The role of reflective self-regulation. American Educational Research Journal, 33, 719-752.
    • (1996) American Educational Research Journal , vol.33 , pp. 719-752
    • Ertmer, P.A.1    Newby, T.J.2    MacDougall, M.3
  • 18
    • 84970216908 scopus 로고
    • When children and adults do not use learning strategies: Toward a theory of settings
    • Garner, R. (1990). When children and adults do not use learning strategies: Toward a theory of settings. Review of Educational Research, 60, 517-529.
    • (1990) Review of Educational Research , vol.60 , pp. 517-529
    • Garner, R.1
  • 19
    • 0002527409 scopus 로고    scopus 로고
    • Writing and self-regulation: Cases from the self-regulated strategy development model
    • D.H. Schunk & B.J. Zimmerman, (Eds.). New York: The Guilford Press
    • Graham, S., Harris, K.R., & Troia, G.A. (1998). Writing and self-regulation: Cases from the self-regulated strategy development model. In D.H. Schunk & B.J. Zimmerman, (Eds.) Self-regulated learning;from teaching to self-reflective practice (pp. 20-41). New York: The Guilford Press.
    • (1998) Self-regulated Learning;from Teaching to Self-reflective Practice , pp. 20-41
    • Graham, S.1    Harris, K.R.2    Troia, G.A.3
  • 20
    • 0030295142 scopus 로고    scopus 로고
    • Study strategies have meager support; A review with recommendations for implementation
    • Hadwin, A.F., & Winne, P.H. (1996). Study strategies have meager support; a review with recommendations for implementation. Journal of Higher Education, 67, 692-715.
    • (1996) Journal of Higher Education , vol.67 , pp. 692-715
    • Hadwin, A.F.1    Winne, P.H.2
  • 21
    • 84979407735 scopus 로고
    • Achievement goals, self-regulated learning and the role of classroom context
    • P.R. Pintrich (Ed.). San Francisco: Jossey Bass
    • Hagen, A.S., & Weinstein, C.E. (1995). Achievement goals, self-regulated learning and the role of classroom context. In P.R. Pintrich (Ed.), Understanding self-regulated learning (pp. 43-56). San Francisco: Jossey Bass.
    • (1995) Understanding Self-regulated Learning , pp. 43-56
    • Hagen, A.S.1    Weinstein, C.E.2
  • 24
    • 34249963673 scopus 로고
    • Requirements and benefits of effective interactive instruction: Learner control, self-regulation, and continuing motivation
    • Kinzie, M. (1990). Requirements and benefits of effective interactive instruction: Learner control, self-regulation, and continuing motivation. Educational Technology Research and Development 38,(1), 5-21.
    • (1990) Educational Technology Research and Development , vol.38 , Issue.1 , pp. 5-21
    • Kinzie, M.1
  • 25
    • 84893396860 scopus 로고    scopus 로고
    • The effects of feedback interventions on performance: A historical review, a meta analysis, and a preliminary feedback intervention theory
    • Kluger, A. & DeNisi, A. (1996). The effects of feedback interventions on performance: a historical review, a meta analysis, and a preliminary feedback intervention theory. Psychological Bulletin, 119(2) 254-284.
    • (1996) Psychological Bulletin , vol.119 , Issue.2 , pp. 254-284
    • Kluger, A.1    DeNisi, A.2
  • 27
    • 0030531805 scopus 로고    scopus 로고
    • The effects of self-monitoring on students' course performance, use of learning strategies, attitude, self-judgment ability, and knowledge representation
    • Lan, W.Y. (1996). The effects of self-monitoring on students' course performance, use of learning strategies, attitude, self-judgment ability, and knowledge representation. Journal of Experimental Education, 64, 101-115.
    • (1996) Journal of Experimental Education , vol.64 , pp. 101-115
    • Lan, W.Y.1
  • 28
    • 0007321803 scopus 로고    scopus 로고
    • Teaching self-monitoring skills in statistics
    • D.H. Schunk & B.J. Zimmerman, (Eds.). New York: The Guilford Press
    • Lan, W.Y. (1998). Teaching self-monitoring skills in statistics. In D.H. Schunk & B.J. Zimmerman, (Eds.) Self-regulated learning; from teaching to self-reflective practice (86-105). New York: The Guilford Press.
    • (1998) Self-regulated Learning; from Teaching to Self-reflective Practice , pp. 86-105
    • Lan, W.Y.1
  • 29
    • 21344485071 scopus 로고
    • Constructivist values for instructional systems design: Five principles toward a new mindset
    • Lebow, D. (1993). Constructivist values for instructional systems design: Five principles toward a new mindset. Educational Technology Research and Development, 41, 4-16.
    • (1993) Educational Technology Research and Development , vol.41 , pp. 4-16
    • Lebow, D.1
  • 30
    • 0007196851 scopus 로고    scopus 로고
    • Providing feedback to distant students
    • Ley, K.L. (1999). Providing feedback to distant students. Campus Wide Information Systems, 16(2) 63-69.
    • (1999) Campus Wide Information Systems , vol.16 , Issue.2 , pp. 63-69
    • Ley, K.L.1
  • 31
    • 0002773520 scopus 로고    scopus 로고
    • Self-regulation behaviors in underprepared (developmental) and regular admission college students
    • Ley, K., & Young, D.B., (1998). Self-regulation behaviors in underprepared (developmental) and regular admission college students. Contemporary Educational Psychology 23, 42-64.
    • (1998) Contemporary Educational Psychology , vol.23 , pp. 42-64
    • Ley, K.1    Young, D.B.2
  • 32
    • 0001919865 scopus 로고
    • Self-regulated learning and academic achievement: A phenomenological view
    • B.J. Zimmerman & D.H. Schunk (Eds.). New York: Springer Verlag, Publishers
    • McCombs, B.L. (1989). Self-regulated learning and academic achievement: A phenomenological view. In B.J. Zimmerman & D.H. Schunk (Eds.), Self regulated learning and academic achievement: Theory, research, and practice (pp. 51-82). New York: Springer Verlag, Publishers.
    • (1989) Self Regulated Learning and Academic Achievement: Theory, Research, and Practice , pp. 51-82
    • McCombs, B.L.1
  • 33
    • 85148399529 scopus 로고
    • The role of motivation in self-regulated learning
    • D.H. Schunk and B.J. Zimmerman (Eds.). Hillsdale, NJ: Lawrence Erlbaum
    • Meece, J.L. (1994). The role of motivation in self-regulated learning. In D.H. Schunk and B.J. Zimmerman (Eds.), Self regulation of learning and performance, (pp. 25-44). Hillsdale, NJ: Lawrence Erlbaum.
    • (1994) Self Regulation of Learning and Performance , pp. 25-44
    • Meece, J.L.1
  • 34
    • 0007259228 scopus 로고    scopus 로고
    • Comprehension strategies at the college level
    • R.F. Flippo & D.C. Caverly (Eds.). Mahwah, NJ: Lawrence Erlbaum Associates, Publishers
    • Nist, S.L. & Holschuh, J.L.(2000). Comprehension strategies at the college level. In R.F. Flippo & D.C. Caverly (Eds.), Handbook of college reading and study strategies (pp. 75-104). Mahwah, NJ: Lawrence Erlbaum Associates, Publishers.
    • (2000) Handbook of College Reading and Study Strategies , pp. 75-104
    • Nist, S.L.1    Holschuh, J.L.2
  • 35
    • 0033196172 scopus 로고    scopus 로고
    • Using peer modeling to teach self-regulation
    • Orange, C. (1999). Using peer modeling to teach self-regulation. Journal of Experimental Education, 68 (1) 21-39.
    • (1999) Journal of Experimental Education , vol.68 , Issue.1 , pp. 21-39
    • Orange, C.1
  • 36
    • 0040080419 scopus 로고
    • Metacogntiion research and theory: Analysis and implications for instructional design
    • Osman, M.E. & Hannafin, M.J. (1992). Metacogntiion research and theory: Analysis and implications for instructional design. Educational Technology Research and Development, 40(2), 83-99.
    • (1992) Educational Technology Research and Development , vol.40 , Issue.2 , pp. 83-99
    • Osman, M.E.1    Hannafin, M.J.2
  • 37
    • 84979375154 scopus 로고
    • Understanding self-regulated learning
    • P.R. Pintrich (Ed.). San Francisco: Jossey Bass
    • Pintrich, P.R. (1995). Understanding self-regulated learning. In P.R. Pintrich (Ed.), Understanding self-regulated learning (pp. 3-12). San Francisco: Jossey Bass.
    • (1995) Understanding Self-regulated Learning , pp. 3-12
    • Pintrich, P.R.1
  • 39
    • 21844499412 scopus 로고
    • Helping students learn 'how to learn' from texts: Towards an ITS for developing cognition
    • Puntambekar, S. (1995). Helping students learn 'how to learn' from texts: Towards an ITS for developing cognition. Instructional Science 23, 163-182.
    • (1995) Instructional Science , vol.23 , pp. 163-182
    • Puntambekar, S.1
  • 40
    • 0002289132 scopus 로고
    • Goal setting and self-efficacy during self-regulated learning
    • Schunk, D. (1990). Goal setting and self-efficacy during self-regulated learning. Educational Psychologist, 25, 71-86.
    • (1990) Educational Psychologist , vol.25 , pp. 71-86
    • Schunk, D.1
  • 41
    • 0000697431 scopus 로고    scopus 로고
    • Teaching elementary students to self-regulate practice of mathematical skills with modeling
    • D.H. Schunk & B.J. Zimmerman, (Eds.). New York: The Guilford Press
    • Schunk, D. (1998). Teaching elementary students to self-regulate practice of mathematical skills with modeling. In D.H. Schunk & B.J. Zimmerman, (Eds.) Self-regulated learning; from teaching to self-reflective practice (pp. 137-159). New York: The Guilford Press.
    • (1998) Self-regulated Learning; from Teaching to Self-reflective Practice , pp. 137-159
    • Schunk, D.1
  • 43
    • 0007339964 scopus 로고    scopus 로고
    • Promoting students' self-regulation ability: Guidelines for instructional design
    • Shin, M. (1998). Promoting students' self-regulation ability: Guidelines for instructional design. Educational Technology, 38(1), 38-44.
    • (1998) Educational Technology , vol.38 , Issue.1 , pp. 38-44
    • Shin, M.1
  • 44
    • 0002120453 scopus 로고    scopus 로고
    • Vocabulary development at the college level
    • R.F. Flippo & D.C. Caverly (Eds.). Mahwah, NJ: Lawrence Erlbaum Associates, Publishers
    • Simpson, M., & Randall, (2000). Vocabulary development at the college level. In R.F. Flippo & D.C. Caverly (Eds.), Handbook of college reading and study strategies (pp. 43-74). Mahwah, NJ: Lawrence Erlbaum Associates, Publishers.
    • (2000) Handbook of College Reading and Study Strategies , pp. 43-74
    • Simpson, M.1    Randall, R.2
  • 45
    • 0007321804 scopus 로고
    • Expanding the volitional resources of urban community college students
    • Trawick, L., & Corno, L. (1995). Expanding the volitional resources of urban community college students. New Directions for Teaching and Learning, 63, 57-70.
    • (1995) New Directions for Teaching and Learning , vol.63 , pp. 57-70
    • Trawick, L.1    Corno, L.2
  • 46
    • 0000609872 scopus 로고
    • Strategic learning/strategic teaching: Flip sides of a coin
    • P.R. Pintrich, D.R. Brown, & C.E. Weinstein, (Eds.). Hillsdale, NJ: Lawrence Erlbaum
    • Weinstein, C.E. (1994). Strategic learning/strategic teaching: Flip sides of a coin. In P.R. Pintrich, D.R. Brown, & C.E. Weinstein, (Eds.), Student motivation, cognition, and learning. (257-274). Hillsdale, NJ: Lawrence Erlbaum.
    • (1994) Student Motivation, Cognition, and Learning , pp. 257-274
    • Weinstein, C.E.1
  • 47
    • 0007267049 scopus 로고    scopus 로고
    • Computing technologies as sites for developing self-regulated learning
    • D.H. Schunk & B.J. Zimmerman, (Eds.). New York: The Guilford Press
    • Winne, P.H., & Stockley, D.B. (1998). Computing technologies as sites for developing self-regulated learning. In D.H. Schunk & B.J. Zimmerman, (Eds.) Self-regulated learning; from teaching to self-reflective practice (pp. 106-136). New York: The Guilford Press.
    • (1998) Self-regulated Learning; from Teaching to Self-reflective Practice , pp. 106-136
    • Winne, P.H.1    Stockley, D.B.2
  • 48
    • 0030557849 scopus 로고    scopus 로고
    • The effect of self-regulated learning strategies on performance in learner controlled computer based instruction
    • Young, J.D. (1996). The effect of self-regulated learning strategies on performance in learner controlled computer based instruction. Educational Technology Research, and Development 44(2), 17-28.
    • (1996) Educational Technology Research, and Development , vol.44 , Issue.2 , pp. 17-28
    • Young, J.D.1
  • 49
    • 0000861551 scopus 로고
    • A social cognitive view of self-regulated academic learning
    • Zimmerman, B.J. (1989). A social cognitive view of self-regulated academic learning, Journal of Educational Psychology, 81, 329-339.
    • (1989) Journal of Educational Psychology , vol.81 , pp. 329-339
    • Zimmerman, B.J.1
  • 50
    • 0032378307 scopus 로고    scopus 로고
    • Academic studying and the development of personal skill: A self-regulatory perspective
    • Zimmerman, B.J. (1998). Academic studying and the development of personal skill: A self-regulatory perspective. Educational Psychologist, 33 (203), 73-86.
    • (1998) Educational Psychologist , vol.33 , Issue.203 , pp. 73-86
    • Zimmerman, B.J.1
  • 51
    • 0031513813 scopus 로고    scopus 로고
    • Developmental phases in self-regulation: Shifting from process goals to outcome goals
    • Zimmerman, B.J., & Kitsantas, A. (1997). Developmental phases in self-regulation: Shifting from process goals to outcome goals. Journal of Educational Psychology 89, 29-36.
    • (1997) Journal of Educational Psychology , vol.89 , pp. 29-36
    • Zimmerman, B.J.1    Kitsantas, A.2
  • 52
    • 0001421352 scopus 로고
    • Development of a structured interview for assessing student use of self-regulated learning strategies
    • Zimmerman, B.J., & Martinez-Pons, M. (1986). Development of a structured interview for assessing student use of self-regulated learning strategies. American Educational Research Journal, 23, 614-628.
    • (1986) American Educational Research Journal , vol.23 , pp. 614-628
    • Zimmerman, B.J.1    Martinez-Pons, M.2
  • 53
    • 0000623647 scopus 로고
    • Construct validation of a strategy model of student self-regulated learning
    • 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.
    • (1988) Journal of Educational Psychology , vol.80 , pp. 284-290
    • Zimmerman, B.J.1    Martinez-Pons, M.2
  • 54
    • 0002204168 scopus 로고
    • Student differences in self-regulated learning: Relating grade, sex and giftedness to self-efficacy and strategy use
    • 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, (1) 51-59.
    • (1990) Journal of Educational Psychology , vol.82 , Issue.1 , pp. 51-59
    • Zimmerman, B.J.1    Martinez-Pons, M.2
  • 55
    • 84979367463 scopus 로고
    • Self-monitoring during collegiate studying: An invaluable tool for academic self-regulation
    • P.R. Pintrich (Ed.). San Francisco: Jossey Bass
    • Zimmerman, B.J., & Paulsen, A.S. (1995). Self-monitoring during collegiate studying: An invaluable tool for academic self-regulation. In P.R. Pintrich (Ed.), Understanding self-regulated learning (pp. 13-28). San Francisco: Jossey Bass.
    • (1995) Understanding Self-regulated Learning , pp. 13-28
    • Zimmerman, B.J.1    Paulsen, A.S.2
  • 56
    • 14744304711 scopus 로고
    • Investigating self-regulatory processes and perceptions of self-efficacy in writing by college students
    • P.R. Pintrich, D.R. Brown, & C.E. Weinstein, (Eds.). Hillsdale, NJ: Lawrence Erlbaum
    • Zimmerman, B.J., & Risemberg, R. (1994). Investigating self-regulatory processes and perceptions of self-efficacy in writing by college students. In P.R. Pintrich, D.R. Brown, & C.E. Weinstein, (Eds.), Student motivation, cognition, and learning (pp. 239-256). Hillsdale, NJ: Lawrence Erlbaum.
    • (1994) Student Motivation, Cognition, and Learning , pp. 239-256
    • Zimmerman, B.J.1    Risemberg, R.2


* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.