1/6/2021 Theories of self-regulated learning and academic achievement: An overview and analysis.

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Theories of self-regulated learning and

academic achievement: An overview and
analysis.

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Zimmerman, Barry J. (/search/results?term=Zimmerman,%20Barry%20J.&latSearchType=a)

Citation
Zimmerman, B. J. (2001). Theories of self-regulated learning and academic achievement: An overview
and analysis. In B. J. Zimmerman & D. H. Schunk (Eds.), Self-regulated learning and academic
achievement: Theoretical perspectives (p. 1–37). Lawrence Erlbaum Associates Publishers.

Abstract
Discusses self-regulation theories as a distinctive approach to academic learning and instruction historically
and then identifies their common features. Also, the author briefly introduces and compares 7 prominent
theoretical perspectives on self-regulated learning—operant; phenomenological; information processing;
social cognitive; volitional; Vygotskian; and cognitive constructivist approaches—in terms of those common
features. It is concluded that research has evolved to the point where detailed theoretical accounts of self-
regulated learning and academic development can now be offered and appreciated. In an era in which
student self-regulation often seems alarmingly absent, theories that can offer direction as well as insight to
educators into the processes of self-regulated learning may be of particular merit. (PsycINFO Database
Record (c) 2016 APA, all rights reserved)

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