Comparing students' self-discipline and self-regulation measures and their prediction of academic achievement

Contemporary Educational Psychology

Volumn 39, Issue 2, 2014, Pages 145-155

  Zimmerman, Barry J ^a   Kitsantas, Anastasia ^b  

^a CITY UNIVERSITY OF NEW YORK   (United States)

^b GEORGE MASON UNIVERSITY   (United States)

Author keywords

Academic achievement; Self discipline; Self regulation

Indexed keywords

EID: 84899114246     PISSN: 0361476X     EISSN: 10902384     Source Type: Journal    
DOI: 10.1016/j.cedpsych.2014.03.004     Document Type: Article

References (50)

1. Ames C. Achievement goals and the classroom motivational climate. Student perceptions of the classroom 1992, 327-348. Erlbaum, Hillsdale, NJ. D.H. Schunk, J.I. Meece (Eds.).
2. Bandura A., Schunk D.H. Cultivating competence, self-efficacy, and intrinsic interest through proximal self-motivation. Journal of Personality and Social Psychology 1981, 41:586-598.
3. Handbook of self-regulation: Research, theory, and applications 2004, 574. Guilford Press, New York. R.F. Baumeister, K.D. Vohs (Eds.).
4. Applications of self-regulated learning across diverse disciplines. A Tribute to B. J. Zimmerman 2013, Information age Publishing, Charlotte, NC. H. Bembenutty, T.J. Cleary, A. Kitsantas (Eds.).
5. Benecke W.M., Harris M.B. Teaching self-control of study behavior. Behavior Research and Therapy 1972, 10:35-41.
6. Butler D.L. The strategic content learning approach to promoting self-regulated learning: A summary of three studies. Journal of Educational Psychology 1998, 90:682-697.
7. Cleary T.J. Emergence of self-regulated learning microanalysis: Historical overview, essential features, and implications for research and practice. Handbook of self-regulation of learning and performance 2011, 329-345. Taylor Francis, New York. B.J. Zimmerman, D.H. Schunk (Eds.).
8. Corno L. Self-regulated learning: A volitional analysis. Self-regulated learning and academic achievement: Theory, research, and practice 1989, 111-142. Springer, New York. B.J. Zimmerman, D.H. Schunk (Eds.).
9. Duckworth A.L., Seligman M.E.P. Self-discipline outdoes IQ in predicting academic performance of adolescents. Psychological Science 2005, 16:939-944.
10. Duckworth A.L., Seligman M.E.P. Self-discipline gives girls the edge: Gender in self-discipline, grades, and achievement test scores. Journal of Educational Psychology 2006, 98:198-208.
11. Duncan T.G., McKeachie W.J. The making of the motivated strategies for learning questionnaire. Educational Psychologist 2005, 40:117-128.
12. Dunn K.E., Mulvenon S.W., Sutcliff R. Revisiting the motivated strategies for learning questionnaire: A theoretical and statistical reevaluation of the metacognitive self-regulation and effort regulation subscales. Educational and Psychological Measurement 2012, 72:312-331.
13. English H.B., English A.C. A comprehensive dictionary of psychological and psychoanalytical terms 1958, David McKay, New York.
14. Eysenck S.B., Easting G., Pearson P. Age norms for impulsiveness, venturesomeness, and empathy in children. Personality and Individual Differences 1984, 5:315-321.
15. Gollwitzer P.M. Action phases and mindsets. Handbook of motivation and cognition: Vol. 2. Foundations of social behavio 1990, 53-92. Guilford Press, New York. T.W. Higgins, R.M. Sorrentino (Eds.).
16. Graham S., Harris K.R. Components analysis of cognitive strategy instruction: Effects on learning disabled students' compositions and self-efficacy. Journal of Educational Psychology 1989, 81:353-361.
17. Graham S., Harris K.R. Improving learning disabled students' skills at composing essays: Self-instructional strategy training. Exceptional Children 1989, 56:201-214.
18. Greene J.A., Azevedo R. Adolescents' use of self-regulatory processes and their relation to qualitative mental model shifts while using hypermedia. Journal of Educational Computing Research 2007, 36:125-148.
19. Hilpert J.C, Stempien, van der Hoeven Kraft K.J, Husman J. Evidence for the latent structure of the MSLQ 2013, Sage Open, DOI: 1177/2158244013510305.
20. Kendall P.C., Wilcox L.E. Self-control in children: Development of a rating scale. Journal of Counseling and Clinical Psychology 1979, 47:1020-1029.
21. Kitsantas A., Zimmerman B.J. Comparing self-regulatory processes among novice, non-expert, and expert volleyball players: A microanalytic study. Journal of Applied Sport Psychology 2002, 14:91-105.
22. Kuhl J. Volitional mediators of cognition-behavior consistency: Self-regulatory processes and action versus state orientation. Action control: From cognition to behavior 1985, 101-128. Springer-Verlag, West Berlin. J. Kuhl, J. Beckmann (Eds.).
23. Marsh H.W., Wen Z., Hau K.T. Structural equation models of latent interaction and quadradic effects. Structural equation modeling: A second course 2006, 225-265. Information Age Publishing, Greenwich Connecticut. R.O. Mueller, G.R. Hancock (Eds.).
24. Meichenbaum D.H., Goodman J. Training impulsive children to talk to themselves: A means of developing self-control. Journal of Abnormal Psychology 1971, 77(2):115-126. 10.1037/h0030773.
25. Nunnally J. Psychometric theory 1978, McGraw Hill, New York.
26. Pintrich P.R., DeGroot E.V. Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology 1990, 82:33-40.
27. Pintrich, P. R., Smith, D. A. F., Garcia, T., & McKeachie, W. (1991). A manual for the use of the Motivated Strategies for Learning Questionnaire (MSLQ). Ann Arbor. National Center for Research on Postsecondary Teaching and Learning. The University of Michigan.
28. Pintrich P.R., Smith D.A.F., Garcia T., McKeachie W. Reliability and predictive validity of the Motivated Strategies for Learning Questionnaire (MSLQ). Educational and Psychological Measurement 1993, 53:801-813.
29. Pomerantz E.M., Altermatt E.R., Saxon J.L. Making the grade but feeling distressed: Gender differences in academic performance and internal distress. Journal of Educational Psychology 2002, 94:96-404.
30. Pressley M., McCormick C. Cognition, teaching, and assessment 1995, Harper Collins, New York.
31. Rothbart, M. K., & Bates, J. E. (1998). Temperament. In W. Damon (Series Ed.) & N. Eisenberg (Vol. Ed.). Handbook of child psychology: Vol. 3, Social, emotional, personality development (pp. 105-176). New York: Wiley.
32. Schmitz B., Wiese B.S. New perspectives for the evaluation of training sessions in self-regulated learning: Time-series analyses of diary data. Contemporary Educational Psychology 2006, 31:64-96.
33. Schumacker R.E., Lomax R.G. A beginner's guide to structural equation modeling 2004, Lawrence Erlbaum Associates, Mahwah, NJ. 2nd ed.
34. Schunk D.H. Self-efficacy perspective on achievement behavior. Educational Psychologist 1984, 19:48-58.
35. Schunk D.H. Learning theories: An educational perspective 2012, Pearson, New York. 6th ed.
36. Schunk D.H., Gunn T.P. Self-efficacy and skill development. The influence of task strategies and attributions. Journal of Educational Research 1986, 79:238-244.
37. Schunk D.H., Rice J.M. Learning goals and children's reading comprehension. Journal of Reading Behavior 1989, 21:279-293.
38. Schunk D.H., Schwartz C.W. Goals a progress feedback: Effects on self-efficacy and writing achievement. Contemporary Educational Psychology 1993, 18:337-354.
39. Schunk D.H., Schwartz C.W. Writing strategy instruction with gifted students: Effects of goals and feedback on self-efficacy and skills. Roeper Review 1993, 15:225-230.
40. Tangney J.P., Baumeister R.F., Boone A.L. High self-control predicts good adjustment, less pathology, better grades, and interpersonal success. Journal of Personality 2004, 72:271-322.
41. Weinstein C.E, Schulte A.C, Palmer D.R LASSI: Learning and study strategies inventory 1987, H. & H, Clearwater, FL.
42. Winne P.H., Jamieson-Noel D. Exploring students; calibration of self-reports about study tactics and achievement. Contemporary Educational Psychology 2002, 27:551-572.
43. Zimmerman B.J. Investigating self-regulation and motivation: Historical background, methodological developments, and future prospects. American Educational Research Journal 2008, 45:166-183.
44. Zimmerman B.J., Kitsantas A. Developmental phases in self-regulation: Shifting from process to outcome goals. Journal of Educational Psychology 1997, 89:29-36.
45. Zimmerman B.J., Kitsantas A. Acquiring writing revision skill: Shifting from process to outcome self-regulatory goals. Journal of Educational Psychology 1999, 91:1-10.
46. Zimmerman B.J., Kitsantas A. Homework practices and academic achievement: The mediating role of self-efficacy and perceived responsibility beliefs. Contemporary Educational Psychology 2005, 30:397-417.
47. Zimmerman B.J., Kitsantas A. Reliability and validity of Self-Efficacy for Learning Form (SELF) scores of college students. Journal of Psychology 2007, 215:157-163.
48. Zimmerman B.J., Martinez-Pons M. Construct validation of a strategy model of student self-regulated learning. Journal of Educational Psychology 1988, 80:284-290.
49. Zimmerman B.J., Ringle J. Effects of model persistence and statements of confidence on children's efficacy and problem-solving. Journal of Educational Psychology 1981, 73:485-493.
50. Zimmerman B.J. Motivational sources and outcomes of self-regulated learning and performance. Handbook of self-regulation of learning and performance 2011, 49-64. Taylor Francis, New York. B.J. Zimmerman, D.H. Schunk (Eds.).