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Models of Self-Regulated Learning and Academic Achievement

  • Barry J. Zimmerman
Part of the Springer Series in Cognitive Development book series (SSCOG)

Abstract

Research on self-regulated academic learning has grown out of more general efforts to study human self-control or self-regulation. Promising investigations of children’s use of self-regulation processes, like goal-setting, self-reinforcement, self-recording, and self-instruction, in such areas of personal control as eating and task completion have prompted educational researchers and reformers to consider their use by students during academic learning. In this initial chapter, I will discuss self-regulation theories as a distinctive approach to academic learning and instruction historically and will identify their common features. Finally, I will briefly introduce and compare six prominent theoretical perspectives on self-regulated learning—operant, phenomenological, social cognitive, volitional, Vygotskian, and cognitive constructivist approaches—in terms of a common set of issues. In the chapters that follow, each theoretical perspective will be discussed at length by prominent researchers who have used it in research and instruction.

Keywords

Cognitive Conflict American Educational Research Journal Primary Mental Ability Operant Researcher Volitional Process 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

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© Springer-Verlag New York Inc. 1989

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  • Barry J. Zimmerman

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