Self-regulating studying by objectives for learning: Students’ reports compared to a model

Bloom, 1956 Butler, 1995, Feedback and self-regulated learning: A theoretical synthesis, Review of Educational Research, 65, 245, 10.3102/00346543065003245 Chinn, 1993, The role of anomalous data in knowledge acquisition: A theoretical framework and implications for science instruction, Review of Educational Research, 63, 1, 10.3102/00346543063001001 Chu, 1998 Cook, 1979 Dreher, 1990, Cognitive processes in textbook chapter search tasks, Reading Research Quarterly, 25, 323, 10.2307/747694 Hadwin, 2001, Context moderates students’ self-reports about how they study, Journal of Educational Psychology, 93, 477, 10.1037/0022-0663.93.3.477 Howard-Rose, 1993, Measuring component and sets of cognitive processes in self-regulated learning, Journal of Educational Psychology, 85, 591, 10.1037/0022-0663.85.4.591 Johnson, 1988, Effect of underlining textbook sentences on passage and sentence retention, Reading Research and Instruction, 28, 18, 10.1080/19388078809557955 Jonassen, 1989 Jonassen, 1999 Kemp, 1998 Lorch, 1995, Effects of typographical cues on reading and recall of text, Contemporary Educational Psychology, 20, 51, 10.1006/ceps.1995.1003 Mayer, 1997, Multi-media learning: Are we asking the right questions?, Educational Psychologist, 32, 1, 10.1207/s15326985ep3201_1 Mayer, 1996, When less is more: Meaningful learning from visual and verbal summaries of science textbook lessons, Journal of Educational Psychology, 88, 64, 10.1037/0022-0663.88.1.64 McKoon, 1992, Inference during reading, Psychological Review, 99, 440, 10.1037/0033-295X.99.3.440 Pintrich, 1993, Beyond cold conceptual change: The role of motivational beliefs and classroom context factors in the process of conceptual change, Review of Educational Research, 63, 167, 10.3102/00346543063002167 Pintrich, 2000, Assessing metacognition and self-regulated learning, 43 Roth, 1981 Smith, 1993 Symons, 1993, Prior knowledge affects text search success and extraction of information, Reading Research Quarterly, 28, 251, 10.2307/747997 Tabachnick, 2001 Wallace, 1977 West, 1991 Winne, 1982, Minimizing the black box problem to enhance the validity of theories about instructional effects, Instructional Science, 11, 13, 10.1007/BF00120978 Winne, 1985, Steps toward promoting cognitive achievements, Elementary School Journal, 85, 673, 10.1086/461429 Winne, 1995, Inherent details in self-regulated learning, Educational Psychologist, 30, 173, 10.1207/s15326985ep3004_2 Winne, 1997, Experimenting to bootstrap self-regulated learning, Journal of Educational Psychology, 89, 397, 10.1037/0022-0663.89.3.397 Winne, 2001, Information processing models of self-regulated learning, 153 Winne, 1998, Studying as self-regulated learning, 277 Winne, P. H., & Jamieson-Noel, D. L. (in press). Exploring students’ calibration of self-reports about study tactics and achievement. Contemporary Educational Psychology Winne, 2002, Methodological issues and advances in researching tactics, strategies, and self-regulated learning, Vol. 12, 121 Winne, P.H., Jamieson-Noel, D., Muis, K. (2002, April). Calibration of self-reports about study tactics and achievement. Manuscript in preparation Winne, 1977, Reconceptualizing research on teaching, Journal of Educational Psychology, 69, 668, 10.1037/0022-0663.69.6.668 Winne, 2000, Measuring self-regulated learning, 531 2001