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Attributions and the Development of Self-Regulatory Competence.

Published on Apr 1, 1996
Dale H. Schunk72
Estimated H-index: 72
Abstract
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  • Citations (12)
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Cited By12
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#1Mahima Maharjan (UTAS: University of Tasmania)
#2Soonja Yeom (UTAS: University of Tasmania)H-Index: 4
Last. Si Fan (UTAS: University of Tasmania)H-Index: 4
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Its salient example is to procrastinate in studying lessons until the night of examination and haste and anxiety resulting from it that has entangled students. The prevalence of educational procrastination among students justifies the necessity of the attention by officials, planners and practitioners of the educational system to the variables related with it like educational self-efficacy and training assertiveness skills; because educational procrastination on the one hand, indicates low educa...
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International students often desire to study overseas and many countries, including New Zealand, welcome them into their schools and universities. Students from Mainland China, one of the most populous countries in the world and, until quite recently closed to the rest of the world, have, in the past few years, made up the large majority of those who come to New Zealand to study. Those wishing to enter university after completing high school in China must acquire a specified level of English and...
In the current era of standards-based education, student self-assessment stands alone in its promise of improved student motivation and engagement, and learning. Correctly implemented, student selfassessment can promote intrinsic motivation, internally controlled effort, a mastery goal orientation, and more meaningful learning. Its powerful impact on student performance—in both classroom assessments and large-scale accountability assessments—empowers students to guide their own learning and inte...
127 Citations
#1Els de Koning (LEI: Leiden University)H-Index: 4
#2Monique Boekaerts (LEI: Leiden University)H-Index: 35
This article reports on a study regarding the school-identification of 1819 first-year students in secondary vocational education. We measured the school-identification of these adolescents and used the perspective of self-regulation to define three blocks of potential determinants, including the students’ personal goals (1) their appraisals of the school and classroom (2), and their peer- and home-identities (3). One other block included students’ personal characteristics, such as general abili...
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#1Jennifer Calvin (OSU: Ohio State University)H-Index: 2
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#1Sanneke Bolhuis (Radboud University Nijmegen)H-Index: 20
Abstract Self-directed learning is often embraced as an important educational goal, although for quite different reasons, from the improvement of school learning to the critical assessment of the claims of democracy. Most reasons imply that self-direction is important in learning throughout life. Therefore process-oriented teaching, which aims to foster self-directed lifelong learning, needs a broad and multidimensional theoretical basis. The important role of experiences in the social and cultu...
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#1Sanneke Bolhuis (Radboud University Nijmegen)H-Index: 20
#2Marinus Voeten (Radboud University Nijmegen)H-Index: 27
Abstract Promoting self-directed learning has become an important educational goal. This goal requires a new role for teachers: not traditional transmission of knowledge but activating and process-oriented teaching. An observational study was conducted to establish the features of teaching in Dutch senior secondary education. Activating features of teaching were more predominant than the mere transmission of knowledge, but process-oriented teaching occurred very little. In other words the observ...
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#1Daniel C. Molden (Columbia University)H-Index: 28
#2Carol S. Dweck (Columbia University)H-Index: 80
Publisher Summary The different meanings given to achievement situations by entity theorists versus incremental theorists are related to, yet distinct from, several constructs that have received attention in the past. Entity theorists believe in fixed intelligence and tend to see achievement tasks as having the power to measure this fixed intelligence. In contrast, incremental theorists believe in malleable, acquirable intelligence and see achievement tasks as either vehicles for increasing inte...
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