Skip to main content
SpringerLink
Log in
Book cover

Creativity, Talent and Excellence pp 89–106Cite as

Self-Regulated Learning in School Transition and as a Creative Process

  • Chapter
  • First Online:

Abstract

The authors studied self-regulated learning and creativity related to age and gender in the transition from elementary to junior high schools. They explored the possible links between learning and creativity, as well as between self-regulation and creativity.

This is a preview of subscription content, log in via an institution.

Chapter
USD   29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD   84.99
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD   109.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD   109.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Learn about institutional subscriptions

References

  • Ablard, K. E., & Lipschultz, R. E. (1998). Self-regulated learning in high-achieving students: relation to advanced reasoning, achievement goals, and gender. Journal of Educational Psychology, 90, 94–101.

    Article  Google Scholar 

  • Amabile, T. M. (1983). The social psychology of creativity: A componential conceptualization. Journal of Personality and Social Psychology, 45, 357–377.

    Article  Google Scholar 

  • Amabile, T. M. (1996). Creativity in context. New York: Westview Press.

    Google Scholar 

  • Bandura, A. (1986). Social foundations of thought and action. Englewood Cliffs, NJ: Prentice-Hall.

    Google Scholar 

  • Bandura, A. (1989). Human agency in social cognitive theory. American Psychologist, 44, 1175–1184.

    Article  Google Scholar 

  • Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W.H. Freeman.

    Google Scholar 

  • Benesse Educational Research and Development Center. (2001). Preliminary report: The 3rd basic research on academic performance. Tokyo: Benesse Educational Research and Development Center (Japanese).

    Google Scholar 

  • Benesse Educational Research and Development Center. (2007). Preliminary report basic research on academic performance, international survey of six cities. Tokyo, Japan (Web site: http://benesse.jp/berd/center/open/report/gakukihon_6toshi/soku/pdf/6toshi_english.pdf#search=’benesseStudyoutsideofschools').

  • Boekaerts, M. (1999). Self-regulated learning: Where we are today. International Journal of Educational Research, 31, 445–457.

    Article  Google Scholar 

  • Boekaerts, M., Pintrich, P. R., & Zeidner, M. (2000). Handbook of self-regulation. San Diego, CA: Academic.

    Google Scholar 

  • Bulgren, J. A., Hock, M., Schumaker, J. B., & Deshler, D. D. (1995). The effects of instruction in a paired associates strategy on the information mastery performance of students with learning disabilities. Learning Disabilities Research and Practice, 10, 22–37.

    Google Scholar 

  • Caprara, G. V., Fida, R., Vecchione, M., Del Bove, G., Vecchio, G. M., Barbaranelli, C., & Bandura, A. (2008). Longitudinal analysis of the role of perceived efficacy for self-regulated learning in academic continuance and achievement. Journal of Educational Psychology, 100, 525–534.

    Article  Google Scholar 

  • Cleary, T. J., & Zimmerman, B. J. (2004). Self-regulation empowerment program: A school-based program to enhance self-regulated and self-motivated cycles of student learning. Psychology in the Schools, 41, 537–550.

    Article  Google Scholar 

  • Deci, E. L., & Ryan, R. M. (2008). Facilitating optimal motivation and psychological well-being across life’s domains. Canadian Psychology, 49, 14–23.

    Article  Google Scholar 

  • Deci, E. L., Ryan, R. M., & Williams, G. C. (1996). Need satisfaction and the self-regulation of learning. Learning and Individual Differences, 8, 165–183.

    Article  Google Scholar 

  • Deci, E. L., Vallerand, R. J., Pelletier, L. G., & Ryan, R. M. (1991). Motivation and education: The self-determination perspective. Educational Psychologist, 26, 325–346.

    Google Scholar 

  • Eccles, J., Midgley, C., Wigfield, A., Buchanan, C. M., Reuman, D., Flanagan, C., & MacIver, D. (1993). Development during adolescence: The impact of stage-environment fit on young adolescents’ experiences in schools and in families. American Psychologist, 48, 90–101.

    Article  Google Scholar 

  • Eccles, J., Wigfield, C., Flanagan, C., Miller, C., Reuman, D., & Yee, D. (1989). Self-concepts, domain values, and self-esteem: Relations and changes at early adolescence. Journal of Personality, 57, 283–310.

    Article  Google Scholar 

  • Feldlaufer, H., Midgley, C., & Eccles, J. (1988). Student, teacher, and observer perceptions of the classroom before and after the transition to Junior High School. Journal of Early Adolescence, 8, 133–156.

    Article  Google Scholar 

  • Gettinger, M., & Seibert, J. K. (2002). Contributions of study skills to academic competence. School Psychology Review, 31, 350–365.

    Google Scholar 

  • Guilford, J. P. (1950). Creativity. American Psychologist, 5, 444–454.

    Article  Google Scholar 

  • Huberty, C. J., & Morris, J. D. (1989). Multivariate analysis versus multiple univariate analyses. Psychological Bullentin, 105(2), 303–308.

    Google Scholar 

  • Kaplan, A. (2008). Clarifying metacognition, self-regulation, and self-regulated learning: What’s the Purpose? Educational Psychology Review, 20, 477–484.

    Article  Google Scholar 

  • Kaplan, A., Lichtinger, E., & Gorodetsky, M. (2009). Achievement goal orientations and self-regulation in writing: An integrative perspective. Journal of Educational Psychology, 101, 51–69.

    Article  Google Scholar 

  • Kitsantas, A. (2002). Test preparation and performance: A self-regulatory analysis. The Journal of Experimental Education, 70, 101–113.

    Article  Google Scholar 

  • Loyens, S. M. M., Magda, J., & Rikers, R. M. J. P. (2008). Self-directed learning in problem-based learning and its relationships with self-regulated learning. Educational Psychology Review, 20, 411–427.

    Article  Google Scholar 

  • Pastorelli, C., Caprara, G. V., Barbaranelli, C., Rola, J., Rozsa, S., & Bandura, A. (2001). The structure of children’s perceived self-efficacy: A cross-national study. European Journal of Psychological Assessment, 17, 87–97.

    Article  Google Scholar 

  • Pintrich, P. R., & Schrauben, B. (1992). Student’s motivational beliefs and their cognitive engagement in classroom academic tasks. In D. Schunk & J. Meece (Eds.), Student perceptions in the classroom: Causes and consequences (pp. 149–183). Hillsdale, NJ: Lawrence Erlbaum.

    Google Scholar 

  • Pintrich, P. R., & Schunk, D. H. (2002). Motivation in education: Theory, research, and applications (2nd ed.). Upper Saddle River, NJ: Prentice Hall.

    Google Scholar 

  • Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55, 68–78.

    Article  Google Scholar 

  • Ryan, R. M., & Deci, E. L. (2006). Self-regulation and the problem of human autonomy: Does psychology need choice, self-determination, and will? Journal of Personality, 74, 1557–1585.

    Article  Google Scholar 

  • Schunk, D. H., & Zimmerman, B. J. (2003). Self-regulation and learning. In W. M. Reynolds & G. E. Miller (Eds.), Handbook of psychology: Educational psychology (pp. 59–78). New York: Wiley.

    Google Scholar 

  • Stoeger, H., & Ziegler, A. (2008). Evaluation of a classroom based training to improve self-regulated learning in time management tasks during homework activities with fourth graders. Metacognition and Learning, 3, 207–230.

    Article  Google Scholar 

  • Tabachnick, B. G., & Fidell, L. S. (2007). Using multivariate statistics (5th ed.). Boston: Allyn and Bacon.

    Google Scholar 

  • Tan, A. G., Li, J., & Rotgans, J. (2011). Creativity self-efficacy scale as a predictor for classroom behavior in a Chinese student context. The Open Education Journal, 4, 90–94.

    Article  Google Scholar 

  • Tan, A. G., Oie, M., & Fujie. Y. (2011). Self-regulated learning and creativity in constructing life. In The 33th research convention of Japan creativity society, symposium (Japanese). Tokyo.

    Google Scholar 

  • Tang, M., & Neber, H. (2008). Motivation and self-regulated science learning in high-achieving students: Differences related to nation, gender, and grade. High Ability Studies, 19, 103–116.

    Article  Google Scholar 

  • Tierney, P. A., & Farmer, S. M. (2002). Creative self-efficacy: Its potential antecedents and relationship to creative performance. Academy of Management Journal, 45, 1137–1148.

    Article  Google Scholar 

  • Torrance, E. P. (1968). A longitudinal examination of the fourth grade slump in creativity. Gifted Child Quarterly, 12, 195–199.

    Google Scholar 

  • Torrance, E. P. (1974). The Torrance tests of creative thinking-norms-technical manual research edition-verbal tests, forms A and B- figural tests, forms A and B. Princeton, NJ: Personnel Press.

    Google Scholar 

  • Winne, P. H. (2010). Improving measurements of self-regulated learning. Educational Psychologist, 45, 267–276.

    Article  Google Scholar 

  • Ziegler, A., Stoeger, H., & Grassinger, R. (2011). Actiotope model and self-regulated learning. Psychological Test and Assessment Modeling, 53, 161–179.

    Google Scholar 

  • Zimmerman, B. J. (1989). A social cognitive view of self-regulated academic learning. Journal of Educational Psychology, 81, 329–339.

    Article  Google Scholar 

  • Zimmerman, B. J. (2000). Attaining self-regulation: A social-cognitive perspective. In M. Boekaerts, P. Pintrich, & M. Seidner (Eds.), Self-regulation: Theory, research, and applications (pp. 13–39). Orlando, FL: Academic.

    Google Scholar 

  • Zimmerman, B. J., & Martinez-Pons, M. (1986). Development of a structured interview for assessing student use of self-regulated learning strategies. American Education Research Journal, 23, 614–628.

    Google Scholar 

  • Zimmerman, B. J., & Martinez-Pons, M. (1990). Student differences in self-regulated learning: Relating grade, sex, and giftedness to self-efficacy and strategy use. Journal of Educational Psychology, 82, 51–59.

    Article  Google Scholar 

  • Zimmerman, B. J., & Schunk, D. H. (2001). Self-regulated learning and academic achievement: Theoretical perspectives (2nd ed.). Mahwah, NJ: Erlbaum.

    Google Scholar 

Download references

Acknowledgment

Preparation of this chapter was supported in part by a research grant from the Grants-in-Aid for Social Scientific Research (research project number 17011021) by Japanese Ministry of Education, Culture, Sports, Science and Technology.

Author information

Authors and Affiliations

  1. Teacher-Training Program, Tokyo Woman’s Christian University, Zempukuji 2-6-1, Suginami-ku, Tokyo, 167-8585, Japan

    Mayumi Oie & Shoko Itaka

  2. Graduate School of Education and Department of Excellence of School Education, University of Tokyo, Bunkyo, Tokyo, Japan

    Yasuhiko Fujie

  3. Graduate School of Humanities, Division of Psychology, Tokyo Woman’s Christian University, Suginami-ku, Tokyo, 167-8585, Japan

    Yu Okugawa

  4. Department of Human Life Studies, Koriyama Women’s University, Koriyama, Japan

    Shinichiro Kakihana

  5. Graduate School of School Education, Tokyo Gakugei University, Koganei, Tokyo, Japan

    Hisashi Uebuchi

Authors
  1. Mayumi Oie
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Yasuhiko Fujie
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Yu Okugawa
    View author publications

    You can also search for this author in PubMed Google Scholar

  4. Shinichiro Kakihana
    View author publications

    You can also search for this author in PubMed Google Scholar

  5. Shoko Itaka
    View author publications

    You can also search for this author in PubMed Google Scholar

  6. Hisashi Uebuchi
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Mayumi Oie .

Editor information

Editors and Affiliations

  1. Nanyang Technological University, National Institute of Education, 1 Nanyang Walk, Singapore, 637616, Singapore

    Ai-Girl Tan

Rights and permissions

Reprints and permissions

Copyright information

© 2013 Springer Science+Business Media Singapore

About this chapter

Cite this chapter

Oie, M., Fujie, Y., Okugawa, Y., Kakihana, S., Itaka, S., Uebuchi, H. (2013). Self-Regulated Learning in School Transition and as a Creative Process. In: Tan, AG. (eds) Creativity, Talent and Excellence. Springer, Singapore. https://doi.org/10.1007/978-981-4021-93-7_7

Download citation

Publish with us

Policies and ethics

Search

Navigation