How Far Have We Moved Toward the Integration of Theory and Practice in Self-Regulation?
Tóm tắt
Từ khóa
Tài liệu tham khảo
Bargh, J. A., & Chartrand, T. L. (1999). The unbearable automaticity of being. American Psychologist, 54(7), 462–479.
Bargh, J. A., & Gollwitzer, P. M. (1994). Environmental control of goal-directed action: Automatic and strategic contingencies between situations and behavior. In W. Spaulding (Ed.), Nebraska symposium on motivation. integrative views of motivation, cognition, and emotion, 41 (pp. 71–124). Lincoln: University of Nebraska.
Boekaerts, M. (1993). Being concerned with well-being and with learning. Educational Psychologist, 28(2), 149–167.
Boekaerts, M. (1998). Coping in context: Goal frustration and goal ambivalence in relation to academic and interpersonal goals. In E. Frydenberg (Ed.), Learning to cope: Developing as a person in complex societies (pp. 175–197). Oxford: Oxford University Press.
Boekaerts, M. (2006). Self-regulation and effort investment. In E. Sigel & K. A. Renninger (Eds.), Handbook of Child Psychology, Child Psychology in Practice, 4 (pp. 345–377).
Boekaerts, M., & Corno, L. (2005). Self-regulation in the classroom: A perspective on assessment and intervention. Applied Psychology: An International Review, 54(2), 199–231.
Boekaerts, M., De Koning, E., & Vedder, P. (2006). Goal directed behavior and contextual factors in the classroom: An innovative approach to the study of multiple goals. Educational Psychologist, 41(1),33–54.
Boekaerts, M., Maes, S., & Karoly, P. (2005). Self-regulation across domains of applied psychology: Is there an emerging consensus? Applied Psychology: An International Review, 54(2), 149–154.
Boekaerts, M., & Niemivirta, M. (2000). Self-regulated learning: Finding a balance between learning goals and ego-protective goals. In M. Boekaerts, P. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 417–451). San Diego, California: Academic.
Corno, L. (1994). Student volition and education: Outcomes influences, and practices. In B. J. Zimmerman & D. H. Schunk (Eds.), Self-regulation of learning and performance (pp. 229–254). Hillsdale, New Jersey: Lawrence Erlbaum.
Corno, L. (2001). Volitional aspects of self-regulated learning. In B. J. Zimmerman & D. Schunk (Eds.), Self-regulated learning and academic achievement: Theoretical perspectives (pp. 126–191). Mahwah, New Jersey: Lawrence Erlbaum.
Dweck, C. S. (1991). Self-theories and goals: Their role in motivation, personality, and development. In R. A. Dienstbier (Ed.), Nebraska symposium on motivation 1990, vol. 38. perspectives on motivation (pp. 199–235). Lincoln: University of Nebraska.
Elliot, A. J., & Sheldon, K. M. (1997). Avoidance achievement motivation: A personal goal analysis. Journal of Personality and Social Psychology, 73, 171–185.
Fredrickson, B. L. (2001). The role of positive emotions in positive psychology. American Psychologist, 56(3), 218–226.
Hattie, J., Biggs, J., & Purdie, N. (1996). Effects of learning skills interventions on student learning: A meta-analysis. Review of Educational Research, 66, 99–136.
Hickey, D. T., & Granade, J. (2004). The influence of sociocultural theory on our theories of engagement and motivation. Big theories revisited, Greenwich, Connecticut: Information Age, 223–248.
Hijzen, D., Boekaerts, M., & Vedder, P. (2006). The relationship between the quality of cooperative learning, students' goal preferences, and perceptions of contextual factors in the classroom. Scandinavian Journal of Psychology, 47, 9–21.
Kuhl, J. (2000). A functional design approach to motivation and self-regulation: The dynamics of personality systems and interactions. In M. Boekaerts, P. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 111–163). San Diego, California: Academic.
Meichelbaum, D. (1977). Cognitive behavior modification. New York.
Pekrun, R., Goetz, Th., Titz, W., & Perry, R. P. (2002). Academic emotions in students' self-regulated learning and achievement: A program of quantitative and qualitative research. Educational Psychologist, 37(2), 91–105.
Perry, N. E. (2002). Using qualitative methods to enrich understandings of self-regulated learning. Educational Psychologist, 37.
Pintrich, P. R. (2000). 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, California: Academic.
Pressley, M. (1995). More about the development of self-regulation: Complex, long-term, and thoroughly social. Educational Psychologist, 30(4), 112–207.
Rosenshine, B., Meister, C., & Chapman, S. (1996). Teaching students to generate questions: A review of the intervention studies. Review of Educational Research, 66, 181–221.
Ryan, R. M., & Connell, J. P. (1989). Perceived locus of causality and internalization. Examining reasons for acting in two domains. Journal of Personality and Social Psychology, 57, 749–761.
Ryan, R. M., & Deci, E. L. (2000). An overview of self-determination theory: An organistic-dialectical perspective. In E. L. Deci & R. M. Ryan (Eds.), Handbook of self-determination research (pp. 3–34). Rochester, New York: University of Rochester.
Sansone, C., & Harackiewicz, J. M. (1996). “I don't feel like it”: The function of interest in self-regulation. In L. L. Martin & A. Tesser (Eds.), Striving and feeling: Interactions among goals, affect, and self-regulation (pp. 203–228). Mahwah, New Jersey: Lawrence Erlbaum.
Sheldon, K. M., & Elliot, A. J. (1998). Not all personal goals are personal: Comparing autonomous and controlled reasons for goals and predictors of effort and attainment. Personality and Social Psychology Bulletin, 24(5), 546–557.
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.), Handbook of self-regulation (pp. 728–744). San Diego, California: Academic.
Wentzel, K. R. (1991). Social competence at school: Relation between social responsibility and academic achievement. Review of Educational Research, 61, 1–2.
Winne, P. H. (1995). Inherent details in self-regulated learning. Educational Psychologist, 30, 173–187.
Wolters, C. A., & Rosenthal, H. (2000). The relation between students' motivational beliefs and their use of motivational regulation strategies. International Journal of Educational Research, 33, 801–820.