Garcia, T., & Pintrich, P. R. (1994). Regulating motivation and cognition in the classroom: The role of self-schemas and self-regulatory strategies. In D. H. Schunk & B. J. Zimmerman, (Eds.), Self-regulation of learning and performance: Issues and educational applications (pp. 127-154). Hillsdale, NJ: Erlbaum.
Pintrich, P. R., Smith, D. A. F., Garcia, T., & McKeachie, W. J. (1993). Reliability and predictive validity of the Motivated Strategies for Learning Questionnaire (MSLQ). Educational and Psychological Measurement, 53, 801-803.
Zimmerman, B. J. (1989). A social cognitive view of self-regulated academic learning. Journal of Educational Psychology, 81, 329-339.
Zimmerman, B. J., Bonner, S., & Kovach, R. (1996). Developing self-regulated learners: Beyond achievement to self-efficacy. Washington, DC: American Psychological Association.
Deshler, D. D., & Schumaker, J. B. (1986). Learning strategies: An instructional alternative for low-achieving students. Exceptional Children, 52(6), 483-590.
Deshler, D. D., & Schumaker, J. B. (1988). An instructional model for teaching students how to learn. In J. L. Graden, J. E. Zins, & M. J. Curtis (Eds.), Alternative educational delivery systems: Enhancing instructional options for all students (pp. 391-411). Washington, DC: National Association for School Psychologists.
Graham, S., & Harris, K. R. (1992). Self-regulated strategy development: Implications for written language. In Y. L. Wong (Ed.), Contemporary intervention research in learning disabilities: An international perspective (pp. 47-64). New York, NY: Springer-Verlag.
Menges, R. J., & Svinicki, M. D. (Eds.). (1995a). New Directions for Teaching and Learning (Vol. 63). San Francisco, CA: Jossey-Bass.
Menges, R. J., & Svinicki, M. D. (1995b). From the series editors. In P. R. Pintrich (Ed.), Understanding self-regulated learning (Vol. 63, p. iii). San-Francisco, CA: Jossey-Bass.
Pintrich, P. R. (1995). Understanding self-regulated learning. In Menges R. J.& Svinicki, M. D. (Eds.), New Directions for Teaching and Learning (Vol. 63, pp. 3-12). San Francisco, CA: Jossey-Bass.
Pintrich, P. R., & De Groot, E. (1990). Motivational and self-regulated components of classroom academic performance. Journal of Educational Psychology, 82, 33-40.
Schunk, D, H. (1990). Goal setting and self-efficacy during self-regulated learning. Educational Psychologist, 25, 71-86.
Schunk, D. H., & Zimmerman, B. J. (Eds.). (1994) Self-regulation of learning and performance: Issues and educational implications. Hillsdale, NJ: Erlbaum.
Weinstein, C. E., Goetz, E. T., & Alexander, P. A. (Eds.). (1988). Learning and study strategies: Issues in Assessment, instruction, and evaluation. San Diego, CA: Academic Press.
Weinstein, C. E., Palmer, D. R., & Schulte, A. C. (1987). LASSI: Learning and Study Strategies Inventory. Clearwater, FL: H & H Publishing.
Wong, B. Y. L (1994). Instructional parameters promoting transfer of learning strategies in students with LD. Learning Disability Quarterly, 17, 110-120.
Zimmerman, B. J. (1990). Self-regulated academic learning and achievement: The emergence of a social cognitive perspective. Educational Psychology Review, 2, 173-201.
Previous Section: Weekly Report Checklist