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Attaining self-regulation: A social cognitive perspective.
Perhaps our most important quality as humans is our capability to self-regulate. It has provided us with an adaptive edge that enabled our ancestors to survive and even flourish when changingExpand
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Becoming a Self-Regulated Learner: An Overview
Barry J. Zimmerman is Distinguished Professor at the Graduate School and University Center of the City University of New York. I AN ERA OF CONSTANT DISTRACTIONS in the form of portable phones, CDExpand
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A social cognitive view of self-regulated academic learning.
Researchers interested in academic self-regulated learning have begun to study processes that students use to initiate and direct their efforts to acquire knowledge and skill. The social cognitiveExpand
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Investigating Self-Regulation and Motivation: Historical Background, Methodological Developments, and Future Prospects
The topic of how students become self-regulated as learners has attracted researchers for decades. Initial attempts to measure self-regulated learning (SRL) using questionnaires and interviews wereExpand
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Self-Regulated Learning and Academic Achievement: An Overview
Educational researchers have begun recently to identify and study key processes through which students self-regulate their academic learning. In this overview, I present a general definition ofExpand
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Development of a Structured Interview for Assessing Student Use of Self-Regulated Learning Strategies
Forty male and female l0th-grade students from a high achievement track and 40 from other (lower) achievement tracks of a suburban high school were interviewed concerning their use of self-regulatedExpand
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Self-Motivation for Academic Attainment: The Role of Self-Efficacy Beliefs and Personal Goal Setting
The causal role of students’ self-efficacy beliefs and academic goals in self-motivated academic attainment was studied using path analysis procedures. Parental goal setting and students’Expand
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Student Differences in Self-Regulated Learning: Relating Grade, Sex, and Giftedness to Self-Efficacy and Strategy Use.
Forty-five boys and 45 girls of the 5th, 8th, and 1 lth grades from a school for the academicallygifted and an identical number from regular schools were asked to describe their use of 14Expand
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