This is a preview of subscription content, log in via an institution.
Buying options
Tax calculation will be finalised at checkout
Purchases are for personal use only
Learn about institutional subscriptionsPreview
Unable to display preview. Download preview PDF.
References
Ames, R. (1983). Help-seeking and achievement orientation: Perspectives from attribution theory. In B. M. DePaulo, A. Nadler, & J. D. Fisher (Eds.), New directions in helping: Vol. 2. Help seeking (pp. 165–186). New York: Academic Press.
Arbreton, A. (1998). Student goal orientation and help-seeking strategy use. In S. A. Karabenick (Ed.), Strategic help seeking: Implications for learning and teaching (pp. 95–116). Mahwah, NJ: Lawrence Erlbaum.
Baron, J. (1994). Thinking and deciding. Cambridge: Cambridge University Press.
Boekaerts, M., Pintrich, P. R., & Zeidner, M. (2000). Handbook of self-regulation: Theory, research, and applications. San Diego, CA: Academic Press.
Corno, L. (1993). The best-laid plans: Modern conceptions of volition and educational research. Educational Researcher, 22, 14–22.
Elliot, A. J., & Thrash, T. M. (2002). Approach-avoidance motivation in personality: Approach and avoidance temperaments and goals. Journal of Personality and Social Psychology, 82, 804–818.
Feather, N. T. (1961). The relationship of persistence at a task to expectations for success and achievement-oriented motives. Journal of Abnormal and Social Psychology, 63, 552–561.
Feather, N. T. (1963). Persistence at a difficult task with an alternative task of intermediate difficulty. Journal of Abnormal and Social Psychology, 66, 604–609.
Graham, S., Harris, K., & Troia, G. (1998). Writing and self-regulation: Cases from the self-regulated strategy development model. In D. Schunk & B. Zimmerman (Eds.), Self-regulated learning: From teaching to self-reflective practice (pp. 20–41). New York: Guilford Press.
Graham, S., & Weiner, B. (1996). Theories and principles of motivation. In D. Berliner and R. Calfee (Eds.), Handbook of educational psychology (pp. 63–84). New York: Macmillan Library Reference.
Gross, A. A., & McMullen, P. A. (1983). Models of the help seeking process. In B. M. DePaulo, A. Nadler, & J. D. Fisher (Eds.), New directions in helping: Vol. 2. Help seeking (pp. 45–70). New York: Academic Press.
Karabenick, S. A. (Ed.). (1998). Strategic help seeking: Implications for learning and teaching. Mahwah, NJ: Lawrence Erlbaum.
Karabenick, S. A. (2001, April). Help seeking in large college classes: Who, why, and from whom. Paper presented at the annual meeting of the American Educational Research Association, Seattle, WA.
Karabenick, S. A. (2002, July). Effects of subjective classroom context on college student help seeking. Paper presented at the International Congress of Applied Psychology, Singapore.
Karabenick, S. A. (2003). Help seeking in large college classes: A person-centered approach. Contemporary Educational Psychology, 28, 37–58.
Karabenick, S. A. (in press). Perceived achievement goal structure and college student help seeking. Journal of Educational Psychology.
Karabenick, S. A., & Knapp, J. R. (1991). Relationship of academic help seeking to the use of learning strategies and other instrumental achievement behavior in college students. Journal of Educational Psychology, 83, 221–230.
Nisbett, R. (1993). Rules for reasoning. Hillsdale, NJ: Lawrence Erlbaum.
Pintrich, P. R. (1989). The dynamic interplay of student motivation and cognition in the college classroom. In C. Ames & M. L. Maehr (Eds.), Advances in motivation and achievement: Vol. 6. Motivation-enhancing environments (pp. 117–160). Greenwich, CT: JAI Press.
Pintrich, P. R. (1999). The role of motivation in promoting and sustaining self-regulated learning. International Journal of Educational Research, 31, 459–470.
Pintrich, P. R., & De Groot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82, 33–40.
Pintrich, P. R., Roeser, R., & De Groot, E. V. (1994). Intraindividual differences in motivation and cognition in students with and without learning disabilities. Journal of Learning Disabilities, 27, 360–370.
Pintrich, P. R., & Schunk, D. H. (2002). Motivation in education: Theory, research, and applications. Englewood Cliffs, NJ: Prentice-Hall.
Pintrich, P. R., Smith, D., Garcia, T., & McKeachie, W. J. (1991). A manual for the use of the Motivated Strategies for Learning Questionnaire (MSLQ). Ann Arbor: University of Michigan, School of Education, National Center for Research to Improve Post Secondary Teaching and Language.
Pintrich, P. R., Smith, D., Garcia, T., & McKeachie, W. (1993). Predictive validity and reliability of the Motivated Strategies for Learning Questionnaire (MSLQ). Educational and Psychological Measurement, 53, 801–813.
Pintrich, P. R., Wolters, C, & Baxter, G. (2000). Assessing metacognition and self-regulated learning. In G. Schraw & J. Impara (Eds.). Issues in the measurement of metacognition (pp. 43–97). Lincoln: University of Nebraska, Buros Institute of Mental Measurements.
Pintrich, P. R., Zusho, A., Schiefele, U., & Pekrun, R. (2001). Goal orientation and self-regulated learning in the college classroom: A cross-cultural comparison. In F. Salili, C.-Y. Chiu, & Y.-Y. Hong (Eds.), Student motivation: The culture and context of learning (pp. 149–169). New York: Plenum.
Purdie, N., & Hattie, J. (1996). Cultural differences in the use of strategies for self-regulated learning. American Educational Research Journal, 33, 845–871.
Ryan, A. M. (1998). The development of achievement beliefs and behaviors during early adolescence: The role of the peer group and classroom contexts. Unpublished doctoral dissertation. University of Michigan, Ann Arbor.
Ryan, A., & Pintrich, P. R. (1997). “Should I ask for help?”: The role of motivation and attitudes in adolescents’ help seeking in math class. Journal of Educational Psychology, 89, 329–341.
Sansone, C, Wiebe, D., & Morgan, C. (1999). Self-regulating interest: The moderating role of hardiness and conscientiousness. Journal of Personality, 67, 701–733.
Schneider, W., & Pressley, M. (1997). Memory development between 2 and 20. Mahwah, NJ: Lawrence Erlbaum.
VanderStoep, S., Pintrich, P. R., & Fagerlin, A. (1996). Disciplinary differences in self-regulated learning in college students. Contemporary Educational Psychology, 21, 345–362.
Weinstein, C. E., & Mayer, R. (1986). The teaching of learning strategies. In M. Wittrock (Ed.), Handbook of research on teaching and learning (pp. 315–327). New York: Macmillan.
Wolters, C. (1998). Self-regulated learning and college students’ regulation of motivation. Journal of Educational Psychology, 90, 224–235.
Wolters, C. (1999a). College students’ motivational regulation during a brief study period. Journal of Staff, Program, and Organization Development, 16, 103–111.
Wolters, C. (1999b). The relation between high school students’ motivational regulation and their use of learning strategies, effort, and classroom performance. Learning and Individual Differences, 11, 281–299.
Wolters, C. (2001, August). Motivational problems experienced by college students. Paper presented at the annual meetings of the American Psychological Association, San Francisco, CA.
Wolters, C. (2003). Regulation of motivation: Evaluating an underemphasized aspect of self-regulated learning. Educational Psychologist, 38, 189–205.
Wolters, C, & Pintrich, P. R. (1998). Contextual differences in student motivation and self-regulated learning in mathematics, English, and social studies classrooms. Instructional Science, 26, 27–47.
Wolters, C, & Rosenthal, H. (2000). The relation between students’ motivational beliefs and attitudes and their use of motivational regulation strategies. International Journal of Educational Research, 33, 801–820.
Wolters C, Yu, S., & Pintrich, P. R. (1996). The relation between goal orientation and students’ motivational beliefs and self-regulated learning. Learning and Individual Differences, 8, 211–238.
Zimmerman, B. J. (1989). A social cognitive view of self-regulated learning and academic learning. Journal of Educational Psychology, 81, 329–339.
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2005 Springer Science+Business Media
About this chapter
Cite this chapter
Wolters, C.A., Pintrich, P.R., Karabenick, S.A. (2005). Assessing Academic Self-Regulated Learning. In: Moore, K.A., Lippman, L.H. (eds) What Do Children Need to Flourish?. The Search Institute Series on Developmentally Attentive Community and Society, vol 3. Springer, Boston, MA . https://doi.org/10.1007/0-387-23823-9_16
Download citation
DOI: https://doi.org/10.1007/0-387-23823-9_16
Publisher Name: Springer, Boston, MA
Print ISBN: 978-0-387-23061-0
Online ISBN: 978-0-387-23823-4
eBook Packages: Behavioral ScienceBehavioral Science and Psychology (R0)