Evaluation of a classroom based training to improve self-regulation in time management tasks during homework activities with fourth graders

Metacognition and Learning

Volumn 3, Issue 3, 2008, Pages 207-230

  Stoeger, Heidrun ^a   Ziegler, Albert ^b  

^a UNIVERSITY OF REGENSBURG   (Germany)

^b UNIVERSITY OF ULM   (Germany)

Author keywords

Elementary school; Growth curves; Homework activities; Mathematics; Self regulated learning; Time management; Training program

Indexed keywords

EID: 55849110796     PISSN: 15561623     EISSN: 15561631     Source Type: Journal    
DOI: 10.1007/s11409-008-9027-z     Document Type: Article

References (76)

1. J. G. Adair 1984 The Hawthorne effect: a reconsideration of the methodological artifact The Journal of Applied Psychology 69 334 345 doi:10.1037/0021-9010.69.2.334
2. C. Ames 1981 Competitive versus cooperative reward structures: the influence of individual and group performance factors on achievement attributions and affect American Educational Research Journal 18 273 287
3. C. Ames 1984 Achievement attributions and self-instructions under competitive and individualistic goal structures Journal of Educational Psychology 76 478 487 doi:10.1037/0022-0663.76.3.478
4. E. M. Anderman M. L. Maehr C. Midgley 1999 Declining motivation after the transition to middle school: schools can make a difference Journal of Research and Development in Education 32 131 147
5. Anderman, L. H., Patrick, H., Hruda, L. Z., & Linnenbrink, E. A. (2002). Observing classroom goal structures to clarify and expand goal theory. In C. Midgley (Ed.), Goals, goal structures, and patterns of adaptive learning (pp. 243-278). Mahwah, NJ: Erlbaum.
6. Bandura, A. (1977). Social learning theory. Oxford, EN: Prentice-Hall.
7. A. Bandura 1982 Self-efficacy mechanism in human agency The American Psychologist 37 122 147 doi:10.1037/0003-066X.37.2.122
8. A. Bandura 1986 The explanatory and predictive scope of self-efficacy theory Journal of Social and Clinical Psychology 4 359 373
9. A. Bandura 1991 Social cognitive theory of self-regulation Organizational Behavior and Human Decision Processes 50 248 287 doi:10.1016/0749-5978(91) 90022-L
10. A. Bandura D. H. Schunk 1981 Cultivating competence, self-efficacy, and intrinsic interest through proximal self-motivation Journal of Personality and Social Psychology 41 586 598 doi:10.1037/0022-3514.41.3.586
11. J. Bast P. Reitsma 1998 Analyzing the development of individual differences in terms of Matthew effects: results from a Dutch longitudinal study Developmental Psychology 34 1373 1399 doi:10.1037/0012-1649.34.6.1373
12. J. Baumert 1993 Lernstrategien, motivationale Orientierung und Selbstwirksamkeitsüberzeugungen im Kontext schulischen Lernens Unterrichtswissenschaft 21 327 354 Learning in school: the role of study strategies, motivational orientation, and control beliefs
13. Boekaerts, M., Pintrich, P. R., & Zeidner, M. (2000). Handbook of self-regulation. San Diego, CA: Academic.
14. T. Bouffard-Bouchard S. Parent S. Larivee 1991 Influence of self-efficacy on self-regulation and performance among junior and senior high-school age students International Journal of Behavioral Development 14 153 164
15. L. Breitkopf 1985 Die Hilflosigkeitsskala Diagnostica 31 221 233 The helplessness scale
16. A. S. Bryk S. W. Raudenbush 1987 Application of hierarchical linear models to assessing change Psychological Bulletin 101 147 158 doi:10.1037/0033-2909.101.1.147
17. Bryk, A. S., & Raudenbush, S. W. (1992). Hierarchical linear models: Applications and data analysis methods. Thousand Oaks, CA: Sage.
18. Bryk, A. S., Raudenbush, S. W., & Congdon, R. (1996). HLM: Hierarchical linear and nonlinear modeling with the HLM/2L and HLM/3L programs. Chicago, IL: Scientific Software.
19. D. L. Butler 2002 Qualitative approaches to investigating self-regulated learning: contributions and challenges Educational Psychologist 37 59 63
20. S. J. Ceci P. B. Papierno 2005 The rhetoric and reality of gap closing. when the "have-nots" gain but the "haves" gain even more The American Psychologist 60 149 160 doi:10.1037/0003-066X.60.2.149
21. M. A. Church A. J. Elliot S. L. Gable 2001 Perceptions of classroom environment, achievement goals, and achievement outcomes Journal of Educational Psychology 93 43 54 doi:10.1037/0022-0663.93.1.43
22. Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Hilssdale, NJ: Erlbaum.
23. J. C. Coleman 1968 Rorschach content as a means of studying child development Journal of Projective Techniques and Personality Assessment 32 435 442
24. L. Corno 1993 The best laid plans: modern conceptions of volition and educational research Educational Researcher 22 14 22
25. M. V. Covington 2000 Goal theory, motivation, and school achievement: an integrative review Annual Review of Psychology 51 171 200 doi:10.1146/annurev. psych.51.1.171
26. Covington, M. V., & Roberts, B. W. (1994). Self-worth and college achievement: motivational and personality correlates. In P. R. Pintrich, D. R. Brown, et al. (Eds.), Student motivation, cognition, and learning: essays in honor of Wilbert J. McKeachie (pp. 157-187). Hillsdale, EN: Erlbaum.
27. C. I. Diener C. S. Dweck 1978 An analysis of learned helplessness: continuous changes in performance, strategy, and achievement cognitions following failure Journal of Personality and Social Psychology 36 451 462 doi:10.1037/0022-3514.36.5.451
28. C. S. Dweck E. L. Leggett 1988 A social cognitive approach to motivation and personality Psychological Review 95 256 273 doi:10.1037/0033-295X.95.2.256
29. Endler, N. S., & Kocovski, N. L. (2000). Self-regulation and distress in clinical psychology. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 569-599). San Diego, CA: Academic.
30. Gold, A., & Souvignier, E. (2000). Lernstrategien und Lernerfolg [Learning strategies and learning achievement]. Presentation at the 42. Conference of the German Research Association in Jena, Germany.
31. Harter, S. (1992). The relationship between perceived competence, affect, and motivational orientation within the classroom: Processes and patterns of change. In A. K. Boggiano, & T. S. Pittman (Eds.), Achievement and motivation: a social-developmental perspective. Cambridge studies in social and emotional development (pp. 77-114). New York: Cambridge University Press.
32. Hodapp, V., & Missler, B. (1996). Determinanten der Wahl von Mathematik als Leistungs-bzw. Grundkurs in der 11. Jahrgangsstufe [Determinants of the choice of mathematics as a minor versus major subject in 11th graders]. In R. Schumann-Hengsteler, & H. M. Trautner (Eds.), Entwicklung im Jugendalter (pp. 143-164). Goettingen, Germany: Hogrefe.
33. A. Krapp 1998 Entwicklung und Foerderung von Interessen im Unterricht Psychologie in Erziehung und Unterricht 45 185 201 Development and promotion of interest in instruction
34. Krapp, A., & Prenzel, M. (1992). Interesse, Lernen, Leistung. Neue Ansätze einer pädagogisch-psychologischen Interessenforschung [Interest, learning, achievement. New research approaches in educational psychology]. Münster, Germany: Aschendorff.
35. B. E. Kurtz J. G. Borkowski 1984 Children's metacognition: Exploring relations among knowledge, process, and motivational variables Journal of Experimental Child Psychology 37 335 354 doi:10.1016/0022-0965(84)90008-0
36. E. A. Locke K. N. Shaw L. M. Saari G. P. Latham 1981 Goal setting and task performance: 1969-1980 Psychological Bulletin 90 125 152 doi:10.1037/0033-2909.90.1.125
37. M. L. Maehr C. Midgley 1991 Enhancing student motivation: a schoolwide approach Educational Psychologist 26 399 427 doi:10.1207/s15326985ep2603&4_9
38. Metzger, C., Weinstein, C. E., & Palmer, D. R. (1994). Lernstrategieinventar "Wie lerne ich?"[Learning and Study Strategies Inventory "How do I learn?"]. Aarau, Germany: Sauerländer.
39. M. J. Middleton C. Midgley 1997 Avoiding the demonstration of lack of ability: an underexplored aspect of goal theory Journal of Educational Psychology 89 710 718 doi:10.1037/0022-0663.89.4.710
40. C. Midgley A. Kaplan M. Middleton M. Maehr T. Urdan L. Anderman 1998 The development and validation of scales assessing students' achievement goal orientations Contemporary Educational Psychology 23 113 131 doi:10.1006/ceps. 1998.0965
41. Mischel, W. (1968). Personality and assessment. New York: Wiley.
42. R. S. Newman 1998 Students' help seeking during problem solving: influences of personal and contextual achievement goals Journal of Educational Psychology 90 644 658 doi:10.1037/0022-0663.90.4.644
43. F. Pajares 1996 Self-efficacy beliefs in academic settings Review of Educational Research 66 543 578
44. F. Pajares M. D. Miller 1994 Role of self-efficacy and self-concept beliefs in mathematical problem solving: a path analysis Journal of Educational Psychology 86 193 203 doi:10.1037/0022-0663.86.2.193
45. Pintrich, P. R. (2000). The role of goal orientation in self-regulated learning. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 451-502). San Diego, CA: Academic.
46. D. J. Radosevich V. T. Vaidyanathan S.-Y. Yeo D. M. Radosevich 2004 Relating goal orientation to self-regulatory processes: a longitudinal field test Contemporary Educational Psychology 29 207 229 doi:10.1016/S0361-476X(03) 00032-8
47. A. Renkl H. Mandl H. Gruber 1996 Inert knowledge: analyses and remedies Educational Psychologist 31 115 121 doi:10.1207/s15326985ep3102_3
48. C. Rogers D. Galloway D. Armstrong C. Jackson 1994 Changes in motivational style over the transfer from primary to secondary school: subject and dispositional effects Educational and Child Psychology 11 26 38
49. D. H. Schunk 1986 Verbalization and children's self-regulated learning Contemporary Educational Psychology 11 347 369 doi:10.1016/0361-476X(86)90030-5
50. D. H. Schunk C. W. Schwartz 1993 Goals and progress feedback: effects on self-efficacy and writing achievement Contemporary Educational Psychology 18 337 354 doi:10.1006/ceps.1993.1024
51. D. H. Schunk C. W. Schwartz 1993 Writing strategy instruction with gifted students: effects of goals and feedback on self-efficacy and skills Roeper Review 15 225 230
52. Schunk, D. H., & Zimmerman, B. J. (2003). Self-regulation and learning. In W. M. Reynolds, & G. E. Miller (Eds.), Handbook of psychology: Educational psychology (pp. 59-78). New York: Wiley.
53. Snijders, T. A., & Bosker, R. J. (1999). Multilevel analysis: an introduction to basic and advanced multilevel modeling. London: Sage.
54. Stoeger, H. (2002). Soziale Performanzziele im schulischen Leistungskontext [Social performance goals in a scholastic achievement context]. Berlin, Germany: Logos.
55. H. Stoeger A. Ziegler 2005 Evaluation of an elementary classroom self-regulated learning program for gifted math underachievers International Education Journal 20 261 271
56. T. C. Urdan 1997 Examining the relations among early adolescent students' goals and friends' orientation toward effort and achievement in school Contemporary Educational Psychology 22 165 191 doi:10.1006/ceps.1997.0930
57. T. Urdan C. Midgley 2003 Changes in the perceived classroom goal structure and pattern of adaptive learning during early adolescence Contemporary Educational Psychology 28 524 551 doi:10.1016/S0361-476X(02)00060-7
58. Weinert, F. E., & Schrader, F. W. (1997). Lernen lernen als psychologisches Problem [Learning to learn as a psychological problem]. In F. E. Weinert, & H. Mandl (Eds.), Psychologie der Erwachsenenbildung. Enzyklopaedie der Psychologie (pp. 295-335). Goettingen, Germany: Hogrefe.
59. Weinstein, C. E., Schulte, A. C., & Palmer, D. R. (1987). LASSI: learning and study strategies inventory. Clearwater, FL: H. & H.
60. A. Wigfield J. Eccles D. [tmp] MacIver D. Reuman C. Midgley 1991 Transitions at early adolescence: changes in children's domain-specific self-perceptions and general self-esteem across the transition to junior high school Developmental Psychology 27 552 565 doi:10.1037/0012-1649.27.4.552
61. K.-P. Wild U. Schiefele 1994 Learning strategies of university students: factor structure and reliability of a new questionnaire Zeitschrift fur Differentielle und Diagnostische Psychologie 15 185 200
62. Winne, P. H., & Butler, D. L. (1994). Student cognition in learning from teaching. In T. Husen, & T. Postlethwaite (Eds.), International encyclopedia of education (pp. 5738-5748). Oxford, EN: Pergamon.
63. Winne, P. H., & Perry, N. E. (2000). Measuring self-regulated learning. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 531-566). San Diego, CA: Academic.
64. C. A. Wolters S. L. Yu P. R. Pintrich 1996 The relation between goal orientation and students' motivational beliefs and self-regulated learning Learning and Individual Differences 8 211 238 doi:10.1016/S1041-6080(96)90015-1
65. Zeidner, M., Boekaerts, M., & Pintrich, P. R. (2000). Self-regulation: directions and challenges for future research. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 749-768). San Diego, CA: Academic.
66. A. Ziegler M. Dresel B. Schober 1998 Prädiktoren des Selbstvertrauens von Mädchen und Jungen vor dem erstmaligen Chemieunterricht am Gymnasium Psychologie in Erziehung und Unterricht 47 66 75 Predictors of self-confidence among girls and boys attending college preparatory schools prior to initial chemistry instruction
67. A. Ziegler H. Stoeger 2002 Motivationale Ziele im Mathematikunterricht von MittelstufenschuelerInnen am Gymnasium Empirische Pädagogik 16 57 78 Achievement goals in mathematics instruction among high school students attending a college and university preparatory school (German Gymnasium)
68. Zimmerman, B. J. (1983). Social learning theory: a contextualist account of cognitive functioning. In C. J. Brainerd (Ed.), Recent advances in cognitive developmental theory (pp. 1-49). New York: Springer.
69. B. J. Zimmerman 1986 Becoming a self-regulated learner: which are the key subprocesses? Contemporary Educational Psychology 11 307 313 doi:10.1016/0361-476X(86)90027-5
70. B. J. Zimmerman 1989 A social cognitive view of self-regulated academic learning Journal of Educational Psychology 81 329 339 doi:10.1037/0022-0663.81. 3.329
71. Zimmerman, B. J. (2000a). Attaining self-regulation: a social cognitive perspective. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 13-39). San Diego, CA: Academic.
72. B. J. Zimmerman 2000 Self-efficacy: an essential motive to learn Contemporary Educational Psychology 25 82 91 doi:10.1006/ceps.1999.1016
73. Zimmerman, B. J. (2006). Development and adaptation of expertise. In K. A. Anderson, N. Charness, P. J. Feltovich, & R. R. Hoffmann (Eds.), The Cambridge Handbook of expertise and expert performance (pp. 705-722). Cambridge, MA: Cambridge University Press.
74. B. J. Zimmerman A. Bandura 1994 Impact of self-regulatory influences on writing course attainment American Educational Research Journal 31 845 862
75. Zimmerman, B. J., Bonner, S., & Kovach, R. (1996). Developing self-regulated learners: Beyond achievement to self-efficacy. Washington, DC: American Psychological Association.
76. Zimmerman, B. J., & Martinez-Pons, M. (1992). Perceptions of efficacy and strategy use in the self-regulation of learning. In D. H. Schunk, & J. L. Meece (Eds.), Student perceptions in the classroom (pp. 185-207). Hillsdale, EN: Erlbaum.