메뉴 건너뛰기




Volumn 2, Issue 3, 2004, Pages 1-34

Self-regulated learning: Current and future directions

Author keywords

Academic motivation; Academic performance; Learning strategies; Self regulated learning

Indexed keywords


EID: 84995554675     PISSN: 16995880     EISSN: 16962095     Source Type: Journal    
DOI: None     Document Type: Article
Times cited : (199)

References (118)
  • 1
    • 0032385122 scopus 로고    scopus 로고
    • Self-regulated learning in high achieving students: Relations to advanced reasoning, achievement goals, and gender
    • Ablard, K.E. & Lipschultz, R.E. (1998). Self-regulated learning in high achieving students: Relations to advanced reasoning, achievement goals, and gender. Journal of Educational Psychology, 90, 94-101.
    • (1998) Journal of Educational Psychology , vol.90 , pp. 94-101
    • Ablard, K.E.1    Lipschultz, R.E.2
  • 2
    • 21644468689 scopus 로고
    • Classrooms: Goals, structures, and student motivation
    • Ames, C. (1992). Classrooms: Goals, structures, and student motivation. Journal of Educa-tional Psychology, 84, 261-271.
    • (1992) Journal of Educa-tional Psychology , vol.84 , pp. 261-271
    • Ames, C.1
  • 3
    • 4244195739 scopus 로고    scopus 로고
    • Assessing metacognition in children and adults
    • G. Schraw and J. C. Ampara (Eds.), Lin-coln: Buros Institute of Mental Measurements, University of Nebraska Press
    • Baker, L. & Cerro, L.C. (2000). Assessing metacognition in children and adults. In G. Schraw and J. C. Ampara (Eds.), Issues in the measurement of metacognition (pp. 99-145). Lin-coln: Buros Institute of Mental Measurements, University of Nebraska Press.
    • (2000) Issues in the measurement of metacognition , pp. 99-145
    • Baker, L.1    Cerro, L.C.2
  • 4
    • 0017472917 scopus 로고
    • Self-efficacy: Toward a unifying theory of behavioral change
    • Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psycho-logical Review, 84, 191-215.
    • (1977) Psycho-logical Review , vol.84 , pp. 191-215
    • Bandura, A.1
  • 5
    • 84958873406 scopus 로고
    • Englewood Cliffs, NJ: Prentice Hall. (Trad. cast: Pensamiento y acción. Fundamentos sociales. Barcelona: Martínez Ro-ca
    • Bandura, A. (1986). Social foundations of thought and action. Englewood Cliffs, NJ: Prentice Hall. (Trad. cast: Pensamiento y acción. Fundamentos sociales. Barcelona: Martínez Ro-ca, 1987).
    • (1986) Social foundations of thought and action
    • Bandura, A.1
  • 7
    • 0035227452 scopus 로고    scopus 로고
    • Social cognitive theory: An agentic perspective
    • Bandura, A. (2001). Social cognitive theory: An agentic perspective. Annual Review Psychol-ogy, 52, 1-26.
    • (2001) Annual Review Psychol-ogy , vol.52 , pp. 1-26
    • Bandura, A.1
  • 8
    • 0000066426 scopus 로고    scopus 로고
    • Achievement goals and optimal motivation: A multiple goals approach
    • C. Sansone & J. Harackiewicz (Eds.), San Diego, CA: Academic Press
    • Barron, K.E. & Harackiewicz, J.M. (2000). Achievement goals and optimal motivation: A multiple goals approach. In C. Sansone & J. Harackiewicz (Eds.), Intrinsic and extrinsic motivation (pp. 229-254). San Diego, CA: Academic Press.
    • (2000) Intrinsic and extrinsic motivation , pp. 229-254
    • Barron, K.E.1    Harackiewicz, J.M.2
  • 9
    • 78149470115 scopus 로고    scopus 로고
    • Concepto, desarrollo y tendencias actuales de la Psicología de la Instruc-ción. [Concept, development and current tendencies in the Psychology of Instruction.]
    • J. Beltrán & C. Genovard (Eds.), Madrid: Síntesis/Psicología
    • Beltrán, J. (1996). Concepto, desarrollo y tendencias actuales de la Psicología de la Instruc-ción. [Concept, development and current tendencies in the Psychology of Instruction.] In J. Beltrán & C. Genovard (Eds.), Psicología de la instrucción: variables y procesos bási-cos (Vol. 1, pp. 19-86). Madrid: Síntesis/Psicología.
    • (1996) Psicología de la instrucción: variables y procesos bási-cos , vol.1 , pp. 19-86
    • Beltrán, J.1
  • 10
    • 70350344511 scopus 로고    scopus 로고
    • Motivation and cognition
    • H.J. Walberg & G.D. Haertel (Eds.), Berkeley, CA: McCutchan
    • Blumenfeld, P.C. & Marx, R.W. (1997). Motivation and cognition. In H.J. Walberg & G.D. Haertel (Eds.), Psychology and educational practice (pp. 79-106). Berkeley, CA: McCutchan.
    • (1997) Psychology and educational practice , pp. 79-106
    • Blumenfeld, P.C.1    Marx, R.W.2
  • 12
    • 0032364976 scopus 로고    scopus 로고
    • Tests of the internal/external frames of reference model with subject-specific academic self-efficacy and frame-specific academic self-concepts
    • Bong, M. (1998). Tests of the internal/external frames of reference model with subject-specific academic self-efficacy and frame-specific academic self-concepts. Journal of Educational Psychology, 90, 102-110.
    • (1998) Journal of Educational Psychology , vol.90 , pp. 102-110
    • Bong, M.1
  • 13
    • 0033449886 scopus 로고    scopus 로고
    • Comparison between self-concept and self-efficacy in aca-demic motivation research
    • Bong, M. & Clark, R.E. (1999). Comparison between self-concept and self-efficacy in aca-demic motivation research. Educational Psychologist, 34, 139-154.
    • (1999) Educational Psychologist , vol.34 , pp. 139-154
    • Bong, M.1    Clark, R.E.2
  • 14
    • 0037212471 scopus 로고    scopus 로고
    • Academic self-concept and self-efficacy: How different are they really?
    • Bong, M. & Skaalvik, E. (2003). Academic self-concept and self-efficacy: How different are they really? Educational Psychology Review, 15, 1-40.
    • (2003) Educational Psychology Review , vol.15 , pp. 1-40
    • Bong, M.1    Skaalvik, E.2
  • 15
    • 0031111064 scopus 로고    scopus 로고
    • Transforming schools into communities of thinking and learning about serious matters
    • Brown, A.L. (1997). Transforming schools into communities of thinking and learning about serious matters. American Psychologist, 52, 399-413.
    • (1997) American Psychologist , vol.52 , pp. 399-413
    • Brown, A.L.1
  • 16
    • 0001151092 scopus 로고
    • Communities of learning and thinking or a context by any other name
    • Brown, A.L. & Campione, J C. (1990). Communities of learning and thinking or a context by any other name. Human Development, 21, 108-125.
    • (1990) Human Development , vol.21 , pp. 108-125
    • Brown, A.L.1    Campione, J.C.2
  • 17
    • 0036112112 scopus 로고    scopus 로고
    • Qualitative approaches to investigating self-regulated learning: Contribu-tions and challenges
    • Butler, D.L. (2002). Qualitative approaches to investigating self-regulated learning: Contribu-tions and challenges. Educational Psychologist, 37, 59-63.
    • (2002) Educational Psychologist , vol.37 , pp. 59-63
    • Butler, D.L.1
  • 18
    • 84970331366 scopus 로고
    • Feedback and self-regulated learning: A theoretical syn-thesis
    • Butler, D.L. & Winne, P.H. (1995). Feedback and self-regulated learning: A theoretical syn-thesis. Review of Educational Research, 65, 245-28.
    • (1995) Review of Educational Research , vol.65 , pp. 245-248
    • Butler, D.L.1    Winne, P.H.2
  • 19
    • 84973837202 scopus 로고
    • The best-laid plans: Modern conceptions of volition and educational re-search
    • Corno, L. (1993). The best-laid plans: Modern conceptions of volition and educational re-search. Educational Researcher, 22, 14-22.
    • (1993) Educational Researcher , vol.22 , pp. 14-22
    • Corno, L.1
  • 20
    • 35248870940 scopus 로고    scopus 로고
    • Volitional aspects of self-regulated learning
    • B.J. Zimmerman and D.H. Schunk (Eds.), Hillsdale, NJ: Erlbaum
    • Corno, L. (2001). Volitional aspects of self-regulated learning. In B.J. Zimmerman and D.H. Schunk (Eds.), Self-regulated learning and academic achievement: Theoretical perspec-tives (pp. 191-225). Hillsdale, NJ: Erlbaum.
    • (2001) Self-regulated learning and academic achievement: Theoretical perspec-tives , pp. 191-225
    • Corno, L.1
  • 23
    • 85043473462 scopus 로고    scopus 로고
    • [Learning strategies and academic advising in the first year of university.] Non-published doctoral thesis. Pamplona: Universidad de Navarra
    • Durán, M.L. (1999). Estrategias de aprendizaje y asesoramiento académico en el primer año de universidad. [Learning strategies and academic advising in the first year of university.] Non-published doctoral thesis. Pamplona: Universidad de Navarra.
    • (1999) Estrategias de aprendizaje y asesoramiento académico en el primer año de universidad
    • Durán, M.L.1
  • 24
    • 0347453929 scopus 로고
    • Motivational processes affecting learning
    • Dweck, C.S. (1986). Motivational processes affecting learning. American Psychologist, 41, 1040-1048.
    • (1986) American Psychologist , vol.41 , pp. 1040-1048
    • Dweck, C.S.1
  • 25
    • 11044230775 scopus 로고    scopus 로고
    • Messages that motivate: How praise molds students' beliefs, motivation, and performance (in surprising ways)
    • J. Aronson (Ed.), San Diego, CA: Aca-demic Press
    • Dweck, C.S. (2002). Messages that motivate: How praise molds students' beliefs, motivation, and performance (in surprising ways). In J. Aronson (Ed.), Improving academic achieve-ment: Impact of psychological factors on education (pp. 37-60). San Diego, CA: Aca-demic Press.
    • (2002) Improving academic achieve-ment: Impact of psychological factors on education , pp. 37-60
    • Dweck, C.S.1
  • 27
    • 0041029928 scopus 로고    scopus 로고
    • Approach and avoidance motivation and achievement goals
    • Elliot, A.J. (1999). Approach and avoidance motivation and achievement goals. Educational Psychologist, 34, 169-189.
    • (1999) Educational Psychologist , vol.34 , pp. 169-189
    • Elliot, A.J.1
  • 32
    • 85043482066 scopus 로고    scopus 로고
    • March, [From desires to action: strategies for encouraging student self-motivation.] Paper presented at the 5th Workshop on Pedagogical Innova-tion. Attendis Colegios, Algeciras
    • González Torres, M.C. (2003, March). De los deseos a la acción: estrategias para favorecer la automotivación de los alumnos. [From desires to action: strategies for encouraging student self-motivation.] Paper presented at the 5th Workshop on Pedagogical Innova-tion. Attendis Colegios, Algeciras.
    • (2003) De los deseos a la acción: estrategias para favorecer la automotivación de los alumnos
    • González Torres, M.C.1
  • 34
    • 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: Guilford
    • 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: Guilford.
    • (1998) Self-regulated learning: From teaching to self-reflective practice , pp. 20-41
    • Graham, S.1    Harris, K.R.2    Troia, G.A.3
  • 40
    • 0002882315 scopus 로고    scopus 로고
    • A functional-design approach to motivation and self-regulation
    • M. Boekaerts, P.R. Pintrich & M. Zeidner (Eds.), San Diego, CA: Academic Press
    • Kuhl, J. (2000). A functional-design approach to motivation and self-regulation. In M. Boekaerts, P.R. Pintrich & M. Zeidner (Eds.), Handbook of self-regulation (pp. 111-169). San Diego, CA: Academic Press.
    • (2000) Handbook of self-regulation , pp. 111-169
    • Kuhl, J.1
  • 42
    • 0035789079 scopus 로고    scopus 로고
    • College student intrinsic and/or extrinsic motivation and learning
    • Lin, Y.G., McKeachie, W.J. & Kim, Y.C. (2003). College student intrinsic and/or extrinsic motivation and learning. Learning and Individual Differences, 13, 251-258.
    • (2003) Learning and Individual Differences , vol.13 , pp. 251-258
    • Lin, Y.G.1    McKeachie, W.J.2    Kim, Y.C.3
  • 43
    • 0000275092 scopus 로고
    • The structure of academic self-concept: The Marsh/Shavelson Model
    • Marsh, H.W. (1990). The structure of academic self-concept: The Marsh/Shavelson Model. Journal of Educational Psychology, 82, 623-636.
    • (1990) Journal of Educational Psychology , vol.82 , pp. 623-636
    • Marsh, H.W.1
  • 44
    • 0035646389 scopus 로고    scopus 로고
    • Educational psychology, social constructivism, and educational practice: A case for emergent identity
    • McCaslin, M. & Hickey, D.T. (2001). Educational psychology, social constructivism, and educational practice: A case for emergent identity. Educational Psychologist, 36, 133-140.
    • (2001) Educational Psychologist , vol.36 , pp. 133-140
    • McCaslin, M.1    Hickey, D.T.2
  • 45
    • 84922466437 scopus 로고
    • Putting the self in self-regulated learning: The self as agent in integrating will and skill
    • McCombs, B.J. & Marzano, R.J. (1990). Putting the self in self-regulated learning: The self as agent in integrating will and skill. Educational Psychologist, 25, 51-69.
    • (1990) Educational Psychologist , vol.25 , pp. 51-69
    • McCombs, B.J.1    Marzano, R.J.2
  • 46
    • 0003437016 scopus 로고    scopus 로고
    • San Francisco, CA: Jossey-Bass (Sp. trans.: La clase y la escuela centradas en el aprendiz. Barcelona: Paidós. 2000)
    • McCombs, B.L. & Whisler, J.S. (1997). The learner-centered classroom and school. San Francisco, CA: Jossey-Bass (Sp. trans.: La clase y la escuela centradas en el aprendiz. Barcelona: Paidós. 2000).
    • (1997) The learner-centered classroom and school
    • McCombs, B.L.1    Whisler, J.S.2
  • 47
    • 0031313760 scopus 로고    scopus 로고
    • Avoiding the demonstration of lack of ability: An underexplored aspect of goal theory
    • Middleton, M. J. & Midgley, C. (1997). Avoiding the demonstration of lack of ability: An underexplored aspect of goal theory. Journal of Educational Psychology, 89, 710-718.
    • (1997) Journal of Educational Psychology , vol.89 , pp. 710-718
    • Middleton, M.J.1    Midgley, C.2
  • 49
    • 0035584991 scopus 로고    scopus 로고
    • Performance-approach goals: Good for what, for whom, under what circumstances, and what cost?
    • Midgley, C., Middleton, M. & Kaplan, A. (2001). Performance-approach goals: Good for what, for whom, under what circumstances, and what cost? Journal of Educational Psy-chology, 93, 77-86.
    • (2001) Journal of Educational Psy-chology , vol.93 , pp. 77-86
    • Midgley, C.1    Middleton, M.2    Kaplan, A.3
  • 50
    • 0002603971 scopus 로고    scopus 로고
    • Academic self-handicapping and achievement goals: A fur-ther examination
    • Midgley, C. & Urdan, T. (2001). Academic self-handicapping and achievement goals: A fur-ther examination. Contemporary Educational Psychology, 26, 61-75.
    • (2001) Contemporary Educational Psychology , vol.26 , pp. 61-75
    • Midgley, C.1    Urdan, T.2
  • 52
    • 77957775546 scopus 로고
    • Metamemory: A theoretical framework and new findings
    • G. Boewr (Ed.), New York: Academic Press
    • Nelson, T. & Narens, L. (1990). Metamemory: A theoretical framework and new findings. In G. Boewr (Ed.), The psychology of learning and motiva-tion (Vol. 26, pp. 125-141). New York: Academic Press.
    • (1990) The psychology of learning and motiva-tion , vol.26 , pp. 125-141
    • Nelson, T.1    Narens, L.2
  • 53
    • 0032261916 scopus 로고    scopus 로고
    • Students' help-seeking during problem solving: Influences of personal and contextual goals
    • Newman, R. (1998). Students' help-seeking during problem solving: Influences of personal and contextual goals. Journal of Educational Psychology, 90, 644-658.
    • (1998) Journal of Educational Psychology , vol.90 , pp. 644-658
    • Newman, R.1
  • 54
    • 0001772225 scopus 로고
    • Conceptions of ability and achievement motivation
    • R. Ames & C. Ames (Eds.), San Diego, CA: Academic Press
    • Nicholls, J.G. (1984). Conceptions of ability and achievement motivation. In R. Ames & C. Ames (Eds.), Research on motivation and education: Student motivation (Vol. 1, pp. 39-73). San Diego, CA: Academic Press.
    • (1984) Research on motivation and education: Student motivation , vol.1 , pp. 39-73
    • Nicholls, J.G.1
  • 55
    • 0002855971 scopus 로고    scopus 로고
    • Individual differences in motivational and cognitive factors affecting self-regulated learning: A pattern-oriented approach
    • P. Nenniger, R.S. Jager & M. Wosnitza (Eds.), Landau: Verlag Empirische Pada-gogik
    • Niemivirta, M. (1998). Individual differences in motivational and cognitive factors affecting self-regulated learning: A pattern-oriented approach. In P. Nenniger, R.S. Jager & M. Wosnitza (Eds.), Advances in motivation (pp. 32-42). Landau: Verlag Empirische Pada-gogik.
    • (1998) Advances in motivation , pp. 32-42
    • Niemivirta, M.1
  • 56
    • 85043470299 scopus 로고    scopus 로고
    • Mediación y construcción de significados en la interacción profe-sor/alumnos y en la interacción entre alumnos [Mediation and construction of meanings in the teacher/student interaction and interaction among students]
    • A. Barca, J.A. González Pienda, R. González Cabanach & J. Escoriza (Eds.), Barcelona: EUB
    • Onrubia, J. (1996). Mediación y construcción de significados en la interacción profe-sor/alumnos y en la interacción entre alumnos [Mediation and construction of meanings in the teacher/student interaction and interaction among students]. In A. Barca, J.A. González Pienda, R. González Cabanach & J. Escoriza (Eds.), Psicología de la instruc-ción: componentes contextuales y relacionales del aprendizaje escolar (Vol. 3, pp. 21-43). Barcelona: EUB.
    • (1996) Psicología de la instruc-ción: componentes contextuales y relacionales del aprendizaje escolar , vol.3 , pp. 21-43
    • Onrubia, J.1
  • 57
    • 2442494651 scopus 로고    scopus 로고
    • Self-beliefs and school sucess: Self-efficacy, self-concept, and school achievement
    • R. Riding & S.G. Rayner (Eds.), Westport, CT: Ablex
    • Pajares, F. & Schunk, D.H. (2001). Self-beliefs and school sucess: Self-efficacy, self-concept, and school achievement. In R. Riding & S.G. Rayner (Eds.), International perspectives on individual differences: Self-perception (Vol. 2, pp. 239-265). Westport, CT: Ablex.
    • (2001) International perspectives on individual differences: Self-perception , vol.2 , pp. 239-265
    • Pajares, F.1    Schunk, D.H.2
  • 58
    • 0141450091 scopus 로고    scopus 로고
    • Self and self-belief in psychology and education: A his-torical perspective
    • J. Aronson (Ed.), San Diego, CA: Academic Press
    • Pajares, F. & Schunk, D.H. (2002). Self and self-belief in psychology and education: A his-torical perspective. In J. Aronson (Ed.), Improving academic achievement: Impact of psy-chological factors on education (pp. 3-21). San Diego, CA: Academic Press.
    • (2002) Improving academic achievement: Impact of psy-chological factors on education , pp. 3-21
    • Pajares, F.1    Schunk, D.H.2
  • 59
    • 0038225446 scopus 로고    scopus 로고
    • Constructing theories, identities, and actions of self-regulated learners
    • B.J. Zimmerman D.H. Schunk (Eds.), Hillsdale, NJ: Erl-baum
    • Paris, S.G., Byrnes, J.P. & Paris, A.H. (2001). Constructing theories, identities, and actions of self-regulated learners. In B.J. Zimmerman D.H. Schunk (Eds.), Self-regulated learning and academic achievement: Theoretical perspectives (pp. 253-287). Hillsdale, NJ: Erl-baum.
    • (2001) Self-regulated learning and academic achievement: Theoretical perspectives , pp. 253-287
    • Paris, S.G.1    Byrnes, J.P.2    Paris, A.H.3
  • 60
    • 0035615017 scopus 로고    scopus 로고
    • Classroom applications of research on self-regulated learn-ing
    • Paris, S.G. & Paris, A.H. (2001). Classroom applications of research on self-regulated learn-ing. Educational Psychologist, 36, 89-101.
    • (2001) Educational Psychologist , vol.36 , pp. 89-101
    • Paris, S.G.1    Paris, A.H.2
  • 62
    • 0038237441 scopus 로고    scopus 로고
    • Turning the kaleidoscope: What we see when self-regulated learning is viewed with a qualitative lens
    • Patrick, H. & Middleton, M.J. (2002). Turning the kaleidoscope: What we see when self-regulated learning is viewed with a qualitative lens. Educational Psychologist, 37, 27-39.
    • (2002) Educational Psychologist , vol.37 , pp. 27-39
    • Patrick, H.1    Middleton, M.J.2
  • 63
    • 0032282737 scopus 로고    scopus 로고
    • Young children's self-regulated learning and contexts that support it
    • Perry, N.E. (1998). Young children's self-regulated learning and contexts that support it. Journal of Educational Psychology, 90, 715-729.
    • (1998) Journal of Educational Psychology , vol.90 , pp. 715-729
    • Perry, N.E.1
  • 64
    • 23044521831 scopus 로고    scopus 로고
    • Educational Psychology at the millennium: A look back and a look forward
    • Pintrich, P.R. (2000a). Educational Psychology at the millennium: A look back and a look forward. Educational Psychologist, 35, 221-226.
    • (2000) Educational Psychologist , vol.35 , pp. 221-226
    • Pintrich, P.R.1
  • 65
    • 0000931132 scopus 로고    scopus 로고
    • The role of goal orientation in self-regulated learning
    • M. Boekaerts, P.R. Pintrich & M. Zeidner (Eds.), San Diego, CA: Academic Press
    • Pintrich, P.R. (2000b). 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 Press.
    • (2000) Handbook of self-regulation , pp. 451-502
    • Pintrich, P.R.1
  • 66
    • 0034257633 scopus 로고    scopus 로고
    • Multiple goals, multiple pathways: The role of goal orientation in learning and achievement
    • Pintrich, P.R. (2000c). Multiple goals, multiple pathways: The role of goal orientation in learning and achievement. Journal of Educational Psychology, 92, 544-555.
    • (2000) Journal of Educational Psychology , vol.92 , pp. 544-555
    • Pintrich, P.R.1
  • 67
    • 33748278821 scopus 로고    scopus 로고
    • Motivation and classroom learning
    • W.M. Reynolds & G.E. Miller (Eds.), Hobo-ken, NJ: Wiley
    • Pintrich, P.R. (2003). Motivation and classroom learning. In W.M. Reynolds & G.E. Miller (Eds.), Handbook of psychology: Educational psychology (Vol. 7, pp. 103-122). Hobo-ken, NJ: Wiley.
    • (2003) Handbook of psychology: Educational psychology , vol.7 , pp. 103-122
    • Pintrich, P.R.1
  • 69
    • 0003029353 scopus 로고    scopus 로고
    • Assessing metacognition and self-regulated learning
    • G. Schraw & J. C. Ampara (Eds.), Lincoln: Buros Institute of Mental Measurements, University of Nebras-ka Press
    • Pintrich, P.R., Wolters, C. & Baxter, G. P. (2000). Assessing metacognition and self-regulated learning. In G. Schraw & J. C. Ampara (Eds.), Issues in the measurement of metacogni-tion (pp. 43-97). Lincoln: Buros Institute of Mental Measurements, University of Nebras-ka Press.
    • (2000) Issues in the measurement of metacogni-tion , pp. 43-97
    • Pintrich, P.R.1    Wolters, C.2    Baxter, G.P.3
  • 70
    • 0345525832 scopus 로고    scopus 로고
    • The development of academic self-regulation: The role of cognitive and motivational factors
    • A. Wigfield & J.S. Eccles (Eds.), San Diego, CA: Academic Press
    • Pintrich, P.R. & Zusho, A. (2002). The development of academic self-regulation: The role of cognitive and motivational factors. In A. Wigfield & J.S. Eccles (Eds.), Development of achievement motivation (pp. 249-284). San Diego, CA: Academic Press.
    • (2002) Development of achievement motivation , pp. 249-284
    • Pintrich, P.R.1    Zusho, A.2
  • 71
    • 0141644859 scopus 로고    scopus 로고
    • Development of grounded theories of complex cognitive processing: Exhaustive within-and between-study analyses of think-aloud data
    • G. Schraw & J.C. Impara (Eds.), Lincoln: Buros Institute of Mental Measurements, University of Nebraska Press
    • Pressley, M. (2000). Development of grounded theories of complex cognitive processing: Exhaustive within-and between-study analyses of think-aloud data. In G. Schraw & J.C. Impara (Eds.), Issues in the measurement of metacognition (pp. 261-296). Lincoln: Buros Institute of Mental Measurements, University of Nebraska Press.
    • (2000) Issues in the measurement of metacognition , pp. 261-296
    • Pressley, M.1
  • 73
    • 85043482867 scopus 로고
    • Mayo, [The LASSI: a scale for evaluating learning strategies]. Talk presented at the III INFAD Congress. León, Spain
    • Prieto, M.D. & Castejón, J.L. (1993, Mayo). El LASSI: una escala para evaluar estrategias de aprendizaje [The LASSI: a scale for evaluating learning strategies]. Talk presented at the III INFAD Congress. León, Spain.
    • (1993) El LASSI: una escala para evaluar estrategias de aprendizaje
    • Prieto, M.D.1    Castejón, J.L.2
  • 76
    • 79956007448 scopus 로고    scopus 로고
    • Current perspectives in educational psychology
    • W.M. Reynolds & G.E. Miller (Eds.), Hoboken, NJ: Wiley
    • Reynolds, W.M. & Miller, G.E. (2003). Current perspectives in educational psychology. In W.M. Reynolds & G.E. Miller (Eds.), Handbook of psychology: Educational psychology (Vol. 7, pp. 3-20). Hoboken, NJ: Wiley.
    • (2003) Handbook of psychology: Educational psychology , vol.7 , pp. 3-20
    • Reynolds, W.M.1    Miller, G.E.2
  • 77
    • 77957128819 scopus 로고    scopus 로고
    • [Learning strategies and motivation in the university.] Non-published doctoral thesis. Pamplona: Universidad de Navarra
    • Roces, C. (1996). Estrategias de aprendizaje y motivación en la universidad. [Learning strategies and motivation in the university.] Non-published doctoral thesis. Pamplona: Universidad de Navarra.
    • (1996) Estrategias de aprendizaje y motivación en la universidad
    • Roces, C.1
  • 78
    • 69549111811 scopus 로고    scopus 로고
    • Capacidad de autorregulación del aprendizaje [Ability to self-regulate learning]
    • J.A. González Pienda & J.C. Núñez (Eds.), Madrid: Pirámide/Psicología
    • Roces, C. & González Torres, M.C. (1998). Capacidad de autorregulación del aprendizaje [Ability to self-regulate learning]. In J.A. González Pienda & J.C. Núñez (Eds.), Dificul-tades de aprendizaje escolar (pp. 239-259). Madrid: Pirámide/Psicología.
    • (1998) Dificul-tades de aprendizaje escolar , pp. 239-259
    • Roces, C.1    González Torres, M.C.2
  • 79
    • 0347143763 scopus 로고
    • Validación preliminar del CEAM II. [Preliminary validation of the CEAM II.]
    • Roces, C., Tourón, J. & González Torres, M.C. (1995). Validación preliminar del CEAM II. [Preliminary validation of the CEAM II.] Psicológica, 16, 347-366.
    • (1995) Psicológica , vol.16 , pp. 347-366
    • Roces, C.1    Tourón, J.2    González Torres, M.C.3
  • 81
    • 0031495960 scopus 로고    scopus 로고
    • Should I ask for help?: The role of motivation and atti-tudes in adolescent's help-seeking in math class
    • Ryan, A.M. & Pintrich, P.R. (1997). Should I ask for help?: The role of motivation and atti-tudes in adolescent's help-seeking in math class. Journal of Educational Psychology, 89, 329-341.
    • (1997) Journal of Educational Psychology , vol.89 , pp. 329-341
    • Ryan, A.M.1    Pintrich, P.R.2
  • 83
    • 0041383887 scopus 로고    scopus 로고
    • Lin-coln: Buros Institute of Mental Measurements, University of Nebraska Press
    • Schraw, G. & Impara, J.C. (Eds.). (2000). Issues in the measurement of metacognition. Lin-coln: Buros Institute of Mental Measurements, University of Nebraska Press.
    • (2000) Issues in the measurement of metacognition
    • Schraw, G.1    Impara, J.C.2
  • 84
    • 0009960136 scopus 로고    scopus 로고
    • Social cognitive theory and self-regulated learning
    • B.J. Zimmerman & D.H. Schunk (Eds.), Hillsdale, NJ: Erlbaum
    • Schunk, D.H. (2001). Social cognitive theory and self-regulated learning. In B.J. Zimmerman & D.H. Schunk (Eds.), Self-regulated learning and academic achievement: Theoretical perspectives (pp. 125-151). Hillsdale, NJ: Erlbaum.
    • (2001) Self-regulated learning and academic achievement: Theoretical perspectives , pp. 125-151
    • Schunk, D.H.1
  • 85
    • 0000842718 scopus 로고    scopus 로고
    • Self-regulation and academic learning: Self-efficacy enhancing interventions
    • M. Boekaerts, P.R. Pintrich & M.Zeidner (Eds.), San Diego, CA: Academic Press
    • Schunk, D.H. & Ertmer, P.A. (2000). Self-regulation and academic learning: Self-efficacy enhancing interventions. In M. Boekaerts, P.R. Pintrich & M.Zeidner (Eds.), Handbook of self-regulation (pp. 631-647). San Diego, CA: Academic Press.
    • (2000) Handbook of self-regulation , pp. 631-647
    • Schunk, D.H.1    Ertmer, P.A.2
  • 88
    • 7644238572 scopus 로고    scopus 로고
    • Self-regulation and learning
    • W.M. Reynolds & G.E. Miller (Eds.), Hoboken, NJ: Wiley
    • Schunk, D.H. & Zimmerman, B.J. (2003). Self-regulation and learning. In W.M. Reynolds & G.E. Miller (Eds.), Handbook of psychology: Educational psychology (Vol. 7, pp. 59-78). Hoboken, NJ: Wiley.
    • (2003) Handbook of psychology: Educational psychology , vol.7 , pp. 59-78
    • Schunk, D.H.1    Zimmerman, B.J.2
  • 90
    • 0002904723 scopus 로고    scopus 로고
    • Issues in research on self-concept
    • M.L. Maehr & P.R. Pintrich (Eds.), Greenwich, CT: JAI Press
    • Skaalvik, E.M. (1997). Issues in research on self-concept. In M.L. Maehr & P.R. Pintrich (Eds.), Advances in motivation and achievement (Vol. 10, pp. 51-97). Greenwich, CT: JAI Press.
    • (1997) Advances in motivation and achievement , vol.10 , pp. 51-97
    • Skaalvik, E.M.1
  • 91
    • 0001621629 scopus 로고
    • The influence of classroom contexts on young children's motivation for literacy
    • Turner, J.C. (1995). The influence of classroom contexts on young children's motivation for literacy. Reading Research Quarterly, 30, 410-441.
    • (1995) Reading Research Quarterly , vol.30 , pp. 410-441
    • Turner, J.C.1
  • 92
    • 0002183061 scopus 로고    scopus 로고
    • Achievement goal theory: Past results, future directions
    • M.L. Maehr & P.R. Pintrich (Eds.), Greenwich, CO: JAI Press
    • Urdan, T. C. (1997). Achievement goal theory: Past results, future directions. In M.L. Maehr & P.R. Pintrich (Eds.), Advances in motivation and achievement (Vol. 10, pp. 99-141). Greenwich, CO: JAI Press.
    • (1997) Advances in motivation and achievement , vol.10 , pp. 99-141
    • Urdan, T.C.1
  • 93
    • 84970382607 scopus 로고
    • Beyond a two-goal theory of motivation and achieve-ment: A case for social goals
    • Urdan, T.C. & Maehr, M.L. (1995). Beyond a two-goal theory of motivation and achieve-ment: A case for social goals. Review of Educational Research, 65, 213-243.
    • (1995) Review of Educational Research , vol.65 , pp. 213-243
    • Urdan, T.C.1    Maehr, M.L.2
  • 98
    • 0008393388 scopus 로고    scopus 로고
    • Self-regulation interventions with a focus on learning strategies
    • M. Boekaerts, P.R. Pintrich, & M. Zeidner (Eds.), San Diego, CA: Academic Press
    • Weinstein, C.E., Husman, J. & Dierking, D.R. (2000). Self-regulation interventions with a focus on learning strategies. In M. Boekaerts, P.R. Pintrich, & M. Zeidner (Eds.), Hand-book of self-regulation (pp. 728-748). San Diego, CA: Academic Press.
    • (2000) Hand-book of self-regulation , pp. 728-748
    • Weinstein, C.E.1    Husman, J.2    Dierking, D.R.3
  • 100
    • 0006650623 scopus 로고    scopus 로고
    • What is it that I'm trying to achieve? Classroom goals from a content perspective
    • Wentzel, K.R. (2000). What is it that I'm trying to achieve? Classroom goals from a content perspective. Contemporary Educational Psychology, 25, 105-115.
    • (2000) Contemporary Educational Psychology , vol.25 , pp. 105-115
    • Wentzel, K.R.1
  • 101
    • 0344479395 scopus 로고    scopus 로고
    • The contribution of social goal setting to children's school adjustment
    • A. Wigfield y J.S. Eccles (Eds.), San Diego, CA: Academic Press
    • Wentzel, K.R. (2002). The contribution of social goal setting to children's school adjustment. In A. Wigfield y J.S. Eccles (Eds.), Development of achievement motivation (pp. 221-246). San Diego, CA: Academic Press.
    • (2002) Development of achievement motivation , pp. 221-246
    • Wentzel, K.R.1
  • 102
    • 33646094092 scopus 로고    scopus 로고
    • School adjustment
    • W.M. Reynolds & G.E. Miller (Eds.), Hoboken, NJ: Wiley
    • Wentzel, K.R. (2003). School adjustment. In W.M. Reynolds & G.E. Miller (Eds.), Handbook of psychology: Educational psychology (Vol. 7, pp. 235-258). Hoboken, NJ: Wiley.
    • (2003) Handbook of psychology: Educational psychology , vol.7 , pp. 235-258
    • Wentzel, K.R.1
  • 104
    • 84865631427 scopus 로고
    • Inherent details in self-regulated learning
    • Winne, P.H. (1995). Inherent details in self-regulated learning. Educational Psychologist, 30, 173-187.
    • (1995) Educational Psychologist , vol.30 , pp. 173-187
    • Winne, P.H.1
  • 105
    • 0038346615 scopus 로고    scopus 로고
    • Self-regulating studying by objectives for learning: Students' reports compared to a model
    • Winne, P.H. & Jamieson-Noel, D. (2003). Self-regulating studying by objectives for learning: Students' reports compared to a model. Contemporary Educational Psychology, 28, 259-276.
    • (2003) Contemporary Educational Psychology , vol.28 , pp. 259-276
    • Winne, P.H.1    Jamieson-Noel, D.2
  • 106
    • 0011737088 scopus 로고    scopus 로고
    • Methodological issues and advances in researching tactics, strategies, and self-regulated learning
    • P.R. Pintrich & M.L. Maehr (Eds.), Greenwich, CO: JAI Press
    • Winne, P.H., Jamieson-Noel, D. & Muis, K.R. (2002). Methodological issues and advances in researching tactics, strategies, and self-regulated learning. In P.R. Pintrich & M.L. Maehr (Eds.), Advances in motivation and achievement: New directions in measures and meth-ods (Vol. 12, pp. 121-155). Greenwich, CO: JAI Press.
    • (2002) Advances in motivation and achievement: New directions in measures and meth-ods , vol.12 , pp. 121-155
    • Winne, P.H.1    Jamieson-Noel, D.2    Muis, K.R.3
  • 107
    • 0002848223 scopus 로고    scopus 로고
    • Measuring self-regulated learning
    • M. Boekaerts, P.R. Pintrich, & M.Zeidner (Eds.), San Diego, CA: Academic Press
    • 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 Press.
    • (2000) Handbook of self-regulation , pp. 531-566
    • Winne, P.H.1    Perry, N.E.2
  • 108
    • 0037339568 scopus 로고    scopus 로고
    • Understanding procrastination from a self-regulated learning perspec-tive
    • Wolters, C. A. (2003). Understanding procrastination from a self-regulated learning perspec-tive. Journal of Educational Psychology, 95, 179-187.
    • (2003) Journal of Educational Psychology , vol.95 , pp. 179-187
    • Wolters, C.A.1
  • 110
    • 0002703614 scopus 로고    scopus 로고
    • Self-regulation: Directions and chal-lenges for future research
    • M. Boekaerts, P.R. Pintrich y M. Zeidner (Eds.), San Diego, CA: Academic Press
    • Zeidner, M., Boekaerts, M. & Pintrich, P. R. (2000). Self-regulation: Directions and chal-lenges for future research. In M. Boekaerts, P.R. Pintrich y M. Zeidner (Eds.), Handbook of self-regulation (pp. 749-768). San Diego, CA: Academic Press.
    • (2000) Handbook of self-regulation , pp. 749-768
    • Zeidner, M.1    Boekaerts, M.2    Pintrich, P.R.3
  • 111
    • 0002626467 scopus 로고    scopus 로고
    • Developing self-fulfilling cycles of academic regulation: An analy-sis of exemplary instructional model
    • D.H. Schunk & B.J. Zimmerman (Eds.), New York: Guil-ford
    • Zimmerman, B.J. (1998). Developing self-fulfilling cycles of academic regulation: An analy-sis of exemplary instructional model. In D.H. Schunk & B.J. Zimmerman (Eds.), Self-regulated learning: From teaching to self-reflective practice (pp. 1-19). New York: Guil-ford.
    • (1998) Self-regulated learning: From teaching to self-reflective practice , pp. 1-19
    • Zimmerman, B.J.1
  • 112
    • 0002115332 scopus 로고    scopus 로고
    • Attaining self-regulation: A social cognitive perspective
    • M. Boekaerts, P.R. Pintrich & M. Zeidner (Eds.), San Diego, CA: Academic Press
    • Zimmerman, B.J. (2000). Attaining self-regulation: A social cognitive perspective. In M. Boekaerts, P.R. Pintrich & M. Zeidner (Eds.), Handbook of self-regulation (pp. 451-502). San Diego, CA: Academic Press.
    • (2000) Handbook of self-regulation , pp. 451-502
    • Zimmerman, B.J.1
  • 113
    • 4244172341 scopus 로고    scopus 로고
    • Achieving academic excellence: A self-regulatory perspective
    • M. Ferrari (Ed.), Mahwah, NJ: Erlbaum
    • Zimmerman, B.J. (2001). Achieving academic excellence: A self-regulatory perspective. En M. Ferrari (Ed.), The pursuit of excellence through education (pp. 85-110). Mahwah, NJ: Erlbaum.
    • (2001) The pursuit of excellence through education , pp. 85-110
    • Zimmerman, B.J.1
  • 114
    • 0036018824 scopus 로고    scopus 로고
    • Becoming a self-regulated learner: An overview
    • Zimmerman, B.J. (2002). Becoming a self-regulated learner: An overview. Theory into Prac-tice, 41, 64-72.
    • (2002) Theory into Prac-tice , vol.41 , pp. 64-72
    • Zimmerman, B.J.1
  • 115
    • 0001421352 scopus 로고
    • Development of a structured interview for assessing student use of self-regulated learning strategies
    • Zimmerman, B.J. & Martínez-Pons, M. (1986). Development of a structured interview for assessing student use of self-regulated learning strategies. American Educational Re-search Journal, 23, 614-628.
    • (1986) American Educational Re-search Journal , vol.23 , pp. 614-628
    • Zimmerman, B.J.1    Martínez-Pons, M.2
  • 116
    • 0000623647 scopus 로고
    • Construct validation of a strategy model of student self-regulated learning
    • Zimmerman, B.J. & Martínez-Pons, M. (1988). Construct validation of a strategy model of student self-regulated learning. Journal of Educational Psychology, 80, 284-190.
    • (1988) Journal of Educational Psychology , vol.80 , pp. 190-284
    • Zimmerman, B.J.1    Martínez-Pons, M.2


* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.