The relationships between self-regulated learning skills, causal attributions and academic success of trainee teachers preparing to teach gifted students (2022)

Bettman JR, Wieitz BA (1983). Attributions in the board room: causal reasoning in corporate annual reports. Administrative Sci. Q. 28(2):165-183.
Crossref

Bidjerano T (2005). Gender differences in self-regulated learning. Paper presented at the 36th Annual meeting of the Northeastern Educational Research Association, Kerhonkson, NY.

Blefare, Michael A (1994). An Examination of Weiner's Attribution of Emotions and Avhievement Motivation in A Classroom Context, Thesis (M.A. (Ed.)), Simon Fraser University.

Boekaerts M, Zeidner M, Printich PR (2000). Handbook of self-regulated learning. Oxford, UK: Academic Press.

Buchanan GM, Seligman ME (1995). Explanatory style. Hillside, NJ: Erlbaum.

Can B (2005). An analysis of elementary school teachers' causal attributions related to self-identified success and failure. (MA), BoÄŸaziçi, Ä°stanbul.

Feldhusen JF (1997). Educating teachers for work with talented youth. In N. Colangelo and G. A. Davis (Eds.), Handbook of gifted education (2 ed.). Boston Allyn & Bacon.

Karasar N (1994). Bilimsel araÅŸtırma yöntemleri. Ankara: Nobel Yayın Dağıtım.

(Video) Chapters 9 and 10 middle childhood

Karasar N (2009). Bilimsel araÅŸtırma yöntemleri. Ankara: Nobel Yayınları.

Kızgın Y, Dalgın T (2012). Atfetme teorisi: öÄŸrencilerin baÅŸarı ve baÅŸarısızlıklarını deÄŸerlendirmedeki atfetme farklılıkları. ZKU J. Social Sci. 8(15):62-77.

KoçyiÄŸit M (2011). Üniversite öÄŸrencilerinin nedensel yüklemeleri ve öÄŸrenme stilleri. (MA), Afyon Kocatepe, Afyonkarahisar.

McAuley E, Duncan TE, Russell DW (1992). Measuring causal attributions: the revides causal dimension scale (CDSII). Personality Soc. Psychol. Bulettin, 18(5):566-573.
Crossref

Nokelainen P, Tirri K, Merenti-Valimaki HL (2007). Investigating the influence of attribution styles on the development of mathematical talent. Gifted Child Q. 51(1):64-81.
Crossref

Nota L, Soresi S, Zimmerman BJ (2005). Self-regulation and academic achievement and resilience: a longitudinal study. Int. J. Educ. Res. 41(3):198-215.
Crossref

Pajares F, Valiante G (2002). Students' self-efficacy in their self-regulated learning strategies: A developmental perspective. Psychologia 45:211-221.
Crossref

Perels F, Dignatth C, Schmitz B (2009). Is it possible to improve mathematical achievement by means of self-regulation strategies? Evalutaion of an intervention in regular math classes. Eur. J. Psychol. Educ. 24(1):17-31.
Crossref

(Video) Evidence-based intervention for struggling learners &providing professional development for teachers

Peterson C, Barret LC (1987). Explantory style and academic performance among university freshmen. J. Personality Soc. psychol. 53:603-607.
Crossref

Pintrich PR, De Groot EV (1990). Motivational and self-regulated learning components of classroom academic performance. J. Educ. Psychol. 82(1):33-40.
Crossref

Robinson A (2008). Teacher characteristics. In J. A. Plucker and C. M. Callahan (Eds.), Critical issues and practices in gifted education: what the research says Texas: Prufrock pp. 669-681.

Satterfield JM, Monahan J, Seligman ME (1997). Law school performance predicted by explanatory style. Behav. Sci. Law 15:95-105.
Crossref

Schulman P (1995). Explanatory style and achievement in school and work. In G. M. Buchanan and M. E. Seligman (Eds.), Explanatory style Hillside, NJ: Erlbaum. pp. 159-171.

Schunk DH (1996). Goal and self-evaluative influesnces during children's cognitive skill learning. Am. Educ. Res. J. 33(2):359-382.
Crossref

Stipek DJ (1988). Motivation to learn from theory to practice. Boston: Allyn & Bacon.

Stoeger H (2013). Learning as a creative process. In: A. Tan (Ed.), Creativity, talent and excellence Singapore: Springer. pp. 3-13.
Crossref

(Video) PBE Model by Bandura

Stoeger H, Sontag C (2012). How gifted students learn: A literature review. In A. Ziegler, C. Fischer, H. Stoeger and M. Reutlinger (Eds.), Gifted education as a lifelong challgenge. Essays in honour of Franz J. Mönks Germany: Muenster: LIT. pp. 315-336.

Turan S (2009). Probleme dayalı öÄŸrenmeye iliÅŸkin tutumlar, öÄŸrenme becerileri ve baÅŸarı arasındaki iliÅŸkiler. (Phd), Hacettepe, Ankara.

Turan S, Demirel O (2010). The relationship between self-regulated learning skills and achievement: a case from Hacettepe University Medical School. Hacettepe University J. Educ. 38:279-291.

VanTassel-Baska J, Johnsen SK (2007). Teacher educaton standarts for the field of gifted education: a vision of coherence for personnel preparation in the 21st century. Gifted Child Q. 51:182-205.
Crossref

Weiner B (1985). An attributional theory of achievement motivation and emotion. Psychol. Rev. 92(4):548-573.
Crossref

Weiner B (2000a). Attributional thoughts about consumer behavior. J. Consumer Res. 27(3):382-387.
Crossref

Weiner B (2000b). Intrapersonal and interpersonal theories of motivation from an attributional perspective. Educ. Psychol. Rev. 12(1):1-13.
Crossref

Wendel AJ, Heiser S (1989). Effective instructional characteristics of teachers of junior high school gifted students. Roeper Rev. 11:151-153.
Crossref

(Video) 20210108 AHL Pre-lecture Parent Workshop

Wolters A (1999). The relation between high school students' motivational regulation and their use of learning strategies, effort, and classroom performance. Learn. Individ. Diff. 11(3):218-299.
Crossref

Yıldırım A, ÅžimÅŸek M (2008). Sosyal bilimlerde nitel araÅŸtırma yöntemleri Ankara: Seçkin Yayıncılık.

Ziegler A, Stoeger H, Vialle W, Wimmer B (2012). Diagnosis of self-regulated learning profiles. Austr. J. Gifted Educ. 21(2):62-74.

Zimmerman BJ (1986). Development of self-regulated learning: which are the key sub-processes? Contemp. Educ. Psychol. 16:307-313.
Crossref

Zimmerman BJ (1998). Academic studying and the development of personal skill: a self-regulatory perspective. Educ. Psychol. 5(2/3):73-86.
Crossref

Zimmerman BJ (2000). Attaining self-regulatin: A social cognitive perspective. In: M. Boekaerts, M. Zeidner and P. Pintrich (Eds.), Handbook of self-regulation. Oxford, UK: Academic Press.
Crossref

Zimmerman BJ, Martinez-Pons M (1990). Student differences in self-regulated learning: Relating grade,sex, and giftedness to sel-efficacy and strategy use. J. Educ. Psychol. 82(1):51-59.
Crossref

Zimmerman BJ (1986). Development of self-regulated learning: Which are the key sub-processes? Contemproray Educ. Psychol. 16:307-313.
Crossref

(Video) BPM332H1S - "Buddhisms & Psychotherapies 11"

Zimmerman BJ (1998). Academic studying and the development of personal skill: A self-regulatory perspective. Educ. Psychol. 5(2/3):73-86.
Crossref

Zimmerman BJ (2000). Attaining self-regulation: A social cognitive perspective. In: M. Boekaerts, M. Zeidner ve P. Pintrich (Eds.), Handbook of self-regulation. Oxford, UK: Academic Press.
Crossref

FAQs

How does self regulation affect learning? ›

Through the use of strategies and self-regulation, performance can be greatly improved. The use of self-regulation techniques assists students in performing tasks more effectively and independently. For example, successful learners will constantly check their comprehension.

Are gifted students adapting their self regulated learning processes when experiencing challenging tasks? ›

Our findings suggest that gifted learners may be able to adapt some, but not all SRL processes. Finding 1: Gifted students had lower self-efficacy when approaching difficult tasks; however, they did not have greater interest or develop more complex, adaptive strategic plans.

What is self regulated learning PDF? ›

Self-regulated learning refers to our ability to. understand and control our learning environ- ments. To do so, we must set goals, select strategies. that help us achieve those goals, implement those.

How is self-regulation related to academic success? ›

Students with better cognitive self-regulation can have better educational performance by managing their emotions and emotional influences. They also have a great motivation to study and can make targeted planning. There was a significant positive relationship between external self-regulation and planning.

Why is self-regulation important for teachers? ›

Teaching self-regulation in the classroom is important because the emotional and cognitive areas of the brain may not reach their full potential if children do not continually practice self-regulation at a young age.

What are the components of self regulated learning? ›

Self-regulated learning (SRL) includes the cognitive, metacognitive, behavioral, motivational, and emotional/affective aspects of learning.

How can we help gifted students underachieving? ›

The best way to address underachievement is through a positive, proactive approach. Thus, if you can determine the conditions in which a child succeeds, and with which teachers a child performs as expected, try to “tease out” the elements of why this success has been achieved.

How do you reverse underachievement in gifted students? ›

What You Can do to Reverse Underachievement in The Classroom >
  1. Encourage and promote your students' interests and passions.
  2. Help students to see beyond the immediate activity to the long-term outcomes. ...
  3. Help students to set short and long-term academic goals.
Nov 18, 2020

What are self-regulated learning skills? ›

Self-regulated learning refers to one's ability to under- stand and control one's learning environment. Self- regulation abilities include goal setting, self- monitoring, self-instruction, and self-reinforcement (Harris & Graham, 1999; Schraw, Crippen, & Hartley, 2006; Shunk, 1996).

How do you become a self-regulated learner to develop learning skills? ›

How-to Instruction for Self-Regulated Learning Strategies
  1. Guide learners' self-beliefs, goal setting, and expectations. ...
  2. Promote reflective dialogue. ...
  3. Provide corrective feedback. ...
  4. Help learners make connections between abstract concepts. ...
  5. Help learners link new experiences to prior learning.

What is self-regulated learning in the classroom? ›

Self-regulated learning is a cyclical process, wherein the student plans for a task, monitors their performance, and then reflects on the outcome. The cycle then repeats as the student uses the reflection to adjust and prepare for the next task.

How does self-regulation contribute to achievement? ›

Success in Life

Students with good self-regulation skills get the most out of school. They can focus more easily on lessons and are better prepared to participate in classroom activities. They're able to make friends and get along with their peers. They can follow directions and make good choices.

Why is self-regulation important for students? ›

Self-regulation is important because it allows children to do well in school, with friends, and at home. It helps children feel good about what they can handle and it helps children feel good about themselves. how you can support the development of self-regulation skills in children.

How does a teacher promote self-regulation in the classroom? ›

Teach students to highlight or color-code important information. Incorporate technology or other organizational tools to help students organize themselves. Encourage students to use an assignment calendar and break down large assignments. Provide students with frequent guided practice and offer positive feedback.

Is self-regulated learning effective? ›

Self-regulated learners are successful because they control their learning environment. They exert this control by directing and regulating their own actions toward their learning goals. Self-regulated learning should be used in three different phases of learning.

Videos

1. The Will to Power by Friedrich Wilhelm Nietzsche (Volume 2, Book 3 and 4) - Full Audiobook
(Great Audiobooks)
2. Bisk CPA Review (Full Course) | REG CPA Review | REG CPA Exam Review
(Another71)
3. Optimising Digital Experience in the 'New Normal'
(Sagittarius)
4. 4-12-13 (SLAM) - GradeCraft: Exploring Online Use Data to Uncover Student Engagement
(CRLTeach)
5. 72nd Cellular, Tissue and Gene Therapies Advisory Committee - Day 1
(U.S. Food and Drug Administration)
6. TExES ESL 154 Test Prep
(3D Modeling & STEM)

You might also like

Latest Posts

Article information

Author: Ms. Lucile Johns

Last Updated: 10/19/2022

Views: 6200

Rating: 4 / 5 (61 voted)

Reviews: 92% of readers found this page helpful

Author information

Name: Ms. Lucile Johns

Birthday: 1999-11-16

Address: Suite 237 56046 Walsh Coves, West Enid, VT 46557

Phone: +59115435987187

Job: Education Supervisor

Hobby: Genealogy, Stone skipping, Skydiving, Nordic skating, Couponing, Coloring, Gardening

Introduction: My name is Ms. Lucile Johns, I am a successful, friendly, friendly, homely, adventurous, handsome, delightful person who loves writing and wants to share my knowledge and understanding with you.