Disciplinary Differences in Self-Regulated Learning in College Students

VanderStoep, Scott W.; Pintrich, Paul R.; Fagerlin, Angela

doi:10.1006/ceps.1996.0026

Cited by 138 publications

(97 citation statements)

References 20 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…In general, SRL is defined as 'an active, constructive process whereby learners set goals for their learning and then attempt to monitor, regulate, and control their cognitions, motivation, and behavior, guided and constrained by their goals and the contextual features in the environment (Pintrich, 2000, p. 453). Students in higher education who can better regulate their academic functioning are more successful in learning, problem solving, transfer and academic achievement in general (Nota, Soresi, & Zimmerman, 2004;Sundre & Kitsantas, 2004;Valle et al, 2003;VanderStoep, Pintrich, & Fagerlin, 1996). This may also be the case with students in teacher education.…”

Section: Primary Teacher Education and Srlmentioning

confidence: 96%

Effects of increased self-regulated learning opportunities on student teachers’ metacognitive and motivational development

Vrieling

Bastiaens

Stijnen

2012

International Journal of Educational Research

View full text Add to dashboard Cite

This intervention study focused on the relationships between student teachers' self-regulated learning (SRL) opportunities, their use of metacognitive learning strategies and their motivation for learning. Results indicate that student teachers' use of metacognitive learning strategies increases significantly in learning environments with increased SRL opportunities. In opposite to these findings, no significant difference was shown between student teachers' motivation for learning before and after the research period. However, student teachers' expectancy, a component within the motivational construct, did increase significantly in the research period. Finally, minor significant positive correlations were found between the metacognitive and motivational constructs measured. In general, the level of SRL opportunities turns out to be a moderate predictor of student teachers' use of metacognitive learning strategies and motivation for learning, both important constructs for their academic career.

show abstract

Section: Primary Teacher Education and Srlmentioning

confidence: 96%

Effects of increased self-regulated learning opportunities on student teachers’ metacognitive and motivational development

Vrieling

Bastiaens

Stijnen

2012

International Journal of Educational Research

View full text Add to dashboard Cite

show abstract

“…Students who can better regulate their academic functioning are more successful in learning, problem solving, transfer and academic achievement in general (Nota, Soresi, & Zimmerman, 2004;Sundre & Kitsantas, 2004;Valle et al, 2003;VanderStoep, Pintrich, & Fagerlin, 1996). That may also be the case with students in teacher education.…”

Section: Primary Teacher Education and Srlmentioning

confidence: 97%

Process-oriented design principles for promoting self-regulated learning in primary teacher education

Vrieling

Bastiaens

Stijnen

2010

International Journal of Educational Research

View full text Add to dashboard Cite

“…Moreover, most of the studies which take into account the pivotal effects of SRL in academic settings have focused on K-12 students (Vanderstoep et al, 1996;Pintrich, 1995). The present study focuses on college level, for a reason that researches on SRL are more relevant to college students than K-12 students.…”

Section: Introductionmentioning

confidence: 98%

A Cross-Cultural Comparison of Self-Regulated Learning Skills between Korean and Filipino College Students

Turingan¹,

Yang²

2009

ASS

View full text Add to dashboard Cite

This study investigated a cross-cultural comparison of self-regulated learning (SRL) skills between Korean and Filipino college students. Specifically, it identified and analyzed the motivational and learning strategies adopted by Korean and Filipino students. To measure their SRL skills, the Motivated Strategies for Learning Questionnaire was administered. Results of this study showed that the degree of Filipino students' SRL skills was higher than one of Korean students. Cultural and educational contexts of the two countries were examined to identify possible factors underlying the differences between two countries' college students in SRL skills.

show abstract

Disciplinary Differences in Self-Regulated Learning in College Students

Cited by 138 publications

References 20 publications

Effects of increased self-regulated learning opportunities on student teachers’ metacognitive and motivational development

Effects of increased self-regulated learning opportunities on student teachers’ metacognitive and motivational development

Process-oriented design principles for promoting self-regulated learning in primary teacher education

A Cross-Cultural Comparison of Self-Regulated Learning Skills between Korean and Filipino College Students

Contact Info

Product

Resources

About