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

  • Mayumi OieEmail author
  • Yasuhiko Fujie
  • Yu Okugawa
  • Shinichiro Kakihana
  • Shoko Itaka
  • Hisashi Uebuchi


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.



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.


  1. 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.CrossRefGoogle Scholar
  2. Amabile, T. M. (1983). The social psychology of creativity: A componential conceptualization. Journal of Personality and Social Psychology, 45, 357–377.CrossRefGoogle Scholar
  3. Amabile, T. M. (1996). Creativity in context. New York: Westview Press.Google Scholar
  4. Bandura, A. (1986). Social foundations of thought and action. Englewood Cliffs, NJ: Prentice-Hall.Google Scholar
  5. Bandura, A. (1989). Human agency in social cognitive theory. American Psychologist, 44, 1175–1184.CrossRefGoogle Scholar
  6. Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W.H. Freeman.Google Scholar
  7. 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
  8. Benesse Educational Research and Development Center. (2007). Preliminary report basic research on academic performance, international survey of six cities. Tokyo, Japan (Web site:’benesseStudyoutsideofschools').
  9. Boekaerts, M. (1999). Self-regulated learning: Where we are today. International Journal of Educational Research, 31, 445–457.CrossRefGoogle Scholar
  10. Boekaerts, M., Pintrich, P. R., & Zeidner, M. (2000). Handbook of self-regulation. San Diego, CA: Academic.Google Scholar
  11. 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
  12. 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.CrossRefGoogle Scholar
  13. 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.CrossRefGoogle Scholar
  14. Deci, E. L., & Ryan, R. M. (2008). Facilitating optimal motivation and psychological well-being across life’s domains. Canadian Psychology, 49, 14–23.CrossRefGoogle Scholar
  15. 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.CrossRefGoogle Scholar
  16. 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
  17. 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.CrossRefGoogle Scholar
  18. 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.CrossRefGoogle Scholar
  19. 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.CrossRefGoogle Scholar
  20. Gettinger, M., & Seibert, J. K. (2002). Contributions of study skills to academic competence. School Psychology Review, 31, 350–365.Google Scholar
  21. Guilford, J. P. (1950). Creativity. American Psychologist, 5, 444–454.CrossRefGoogle Scholar
  22. Huberty, C. J., & Morris, J. D. (1989). Multivariate analysis versus multiple univariate analyses. Psychological Bullentin, 105(2), 303–308.Google Scholar
  23. Kaplan, A. (2008). Clarifying metacognition, self-regulation, and self-regulated learning: What’s the Purpose? Educational Psychology Review, 20, 477–484.CrossRefGoogle Scholar
  24. 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.CrossRefGoogle Scholar
  25. Kitsantas, A. (2002). Test preparation and performance: A self-regulatory analysis. The Journal of Experimental Education, 70, 101–113.CrossRefGoogle Scholar
  26. 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.CrossRefGoogle Scholar
  27. 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.CrossRefGoogle Scholar
  28. 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
  29. Pintrich, P. R., & Schunk, D. H. (2002). Motivation in education: Theory, research, and applications (2nd ed.). Upper Saddle River, NJ: Prentice Hall.Google Scholar
  30. 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.CrossRefGoogle Scholar
  31. 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.CrossRefGoogle Scholar
  32. 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
  33. 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.CrossRefGoogle Scholar
  34. Tabachnick, B. G., & Fidell, L. S. (2007). Using multivariate statistics (5th ed.). Boston: Allyn and Bacon.Google Scholar
  35. 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.CrossRefGoogle Scholar
  36. 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
  37. 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.CrossRefGoogle Scholar
  38. 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.CrossRefGoogle Scholar
  39. Torrance, E. P. (1968). A longitudinal examination of the fourth grade slump in creativity. Gifted Child Quarterly, 12, 195–199.Google Scholar
  40. 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
  41. Winne, P. H. (2010). Improving measurements of self-regulated learning. Educational Psychologist, 45, 267–276.CrossRefGoogle Scholar
  42. Ziegler, A., Stoeger, H., & Grassinger, R. (2011). Actiotope model and self-regulated learning. Psychological Test and Assessment Modeling, 53, 161–179.Google Scholar
  43. Zimmerman, B. J. (1989). A social cognitive view of self-regulated academic learning. Journal of Educational Psychology, 81, 329–339.CrossRefGoogle Scholar
  44. 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
  45. 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
  46. 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.CrossRefGoogle Scholar
  47. Zimmerman, B. J., & Schunk, D. H. (2001). Self-regulated learning and academic achievement: Theoretical perspectives (2nd ed.). Mahwah, NJ: Erlbaum.Google Scholar

Copyright information

© Springer Science+Business Media Singapore 2013

Authors and Affiliations

  • Mayumi Oie
    • 1
    Email author
  • Yasuhiko Fujie
    • 2
  • Yu Okugawa
    • 3
  • Shinichiro Kakihana
    • 4
  • Shoko Itaka
    • 1
  • Hisashi Uebuchi
    • 5
  1. 1.Teacher-Training ProgramTokyo Woman’s Christian UniversitySuginami-kuJapan
  2. 2.Graduate School of Education and Department of Excellence of School EducationUniversity of TokyoBunkyoJapan
  3. 3.Graduate School of Humanities, Division of PsychologyTokyo Woman’s Christian UniversitySuginami-kuJapan
  4. 4.Department of Human Life StudiesKoriyama Women’s UniversityKoriyamaJapan
  5. 5.Graduate School of School EducationTokyo Gakugei UniversityKoganeiJapan

Personalised recommendations