NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ932253
Record Type: Journal
Publication Date: 2011
Pages: 11
Abstractor: ERIC
Reference Count: 22
ISBN: N/A
ISSN: ISSN-0271-0633
Self-Regulation and Achievement Goals in the College Classroom
Zusho, Akane; Edwards, Kelcey
New Directions for Teaching and Learning, n126 p21-31 Sum 2011
Although the causes of achievement are many and varied, it is widely assumed that "motivation" and "self-regulation" are crucial determinants of academic performance. Substantial evidence indicates that students who focus on learning and understanding course material are more likely to perform well academically (Dweck and Leggett, 1988). Similarly, research on self-regulated learning (SRL) has shown that students who reflect on their thinking, set appropriate goals and plan for learning, monitor progress toward those goals, and adjust or regulate thinking, motivation, and learning are more likely to achieve academic success. This chapter reviews the existing literature on self-regulation of learning and motivation at the college level and offers practical tips to educators who struggle with disinterested learners. (Contains 1 figure.)
John Wiley & Sons, Inc. Subscription Department, 111 River Street, Hoboken, NJ 07030-5774. Tel: 800-825-7550; Tel: 201-748-6645; Fax: 201-748-6021; e-mail: subinfo@wiley.com; Web site: http://www3.interscience.wiley.com/browse/?type=JOURNAL
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A