|
[1]
|
Boekaerts, M. (1997). Self-Regulated Learning: A New Concept Embraced by Researchers, Policy Makers, Educators, Teachers, and Students. Learning and Instruction, 7, 161-186.[CrossRef]
|
|
[2]
|
Boekaerts, M., & Niemivirta, M. (2000). Self-Regulated Learning: Finding a Balance between Learning Goals and Ego-Protective Goals. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of Self-Regulation (pp. 417-450). Academic Press.[CrossRef]
|
|
[3]
|
Durik, A. M., Shechter, O. G., Noh, M., Rozek, C. S., & Harackiewicz, J. M. (2015). What If I Can’t? Success Expectancies Moderate the Effects of Utility Value Information on Situational Interest and Performance. Motivation and Emotion, 39, 104-118.[CrossRef]
|
|
[4]
|
Engelschalk, T., Steuer, G., & Dresel, M. (2016). Effectiveness of Motivational Regulation: Dependence on Specific Motivational Problems. Learning and Individual Differences, 52, 72-78.[CrossRef]
|
|
[5]
|
Engelschalk, T., Steuer, G., & Dresel, M. (2017). Quantity and Quality of Motivational Regulation among University Students. Educational Psychology, 37, 1154-1170.[CrossRef]
|
|
[6]
|
Grunschel, C., Schwinger, M., Steinmayr, R., & Fries, S. (2016). Effects of Using Motivational Regulation Strategies on Students’ Academic Procrastination, Academic Performance, and Well-Being. Learning and Individual Differences, 49, 162-170.[CrossRef]
|
|
[7]
|
Kim, Y., Brady, A. C., & Wolters, C. A. (2018). Development and Validation of the Brief Regulation of Motivation Scale. Learning and Individual Differences, 67, 259-265.[CrossRef]
|
|
[8]
|
Kim, Y., Brady, A. C., & Wolters, C. A. (2020). College Students’ Regulation of Cognition, Motivation, Behavior, and Context: Distinct or Overlapping Processes? Learning and Individual Differences, 80, Article ID: 101872.[CrossRef]
|
|
[9]
|
Miele, D. B., & Scholer, A. A. (2016). Self-Regulation of Motivation. In K. R. Wentzel, & D. B. Miele (Eds.), Handbook of Motivation at School (pp. 363-384). Routledge.[CrossRef]
|
|
[10]
|
Miele, D. B., & Scholer, A. A. (2017). The Role of Metamotivational Monitoring in Motivation Regulation. Educational Psychologist, 53, 1-21.[CrossRef]
|
|
[11]
|
Miele, D. B., Scholer, A. A., & Fujita, K. (2020). Metamotivation Emerging Research on the Regulation of Motivational States. Advances in Motivation Science, 7, 1-42.[CrossRef]
|
|
[12]
|
Pekrun, R. (2016). Academic Emotions. In K. R. Wentzel, & D. B. Miele (Eds.), Handbook of Motivation at School (pp. 120-144). Routledge.[CrossRef]
|
|
[13]
|
Pintrich, P. R. (2000). The Role of Goal Orientation in Self-Regulated Learning. In M. Boekaerts, P. Pintrich, & M. Zeidner (Eds.), Handbook of Self-Regulation (2nd ed., pp. 452-502). Academic.[CrossRef]
|
|
[14]
|
Pintrich, P. R. (2004). A Conceptual Framework for Assessing Student Motivation and Self-Regulated Learning in College Students. Educational Psychology Review, 16, 385-407.[CrossRef]
|
|
[15]
|
Sansone, C., & Thoman, D. B. (2005). Interest as the Missing Motivator in Self-Regulation. European Psychologist, 10, 175-186.[CrossRef]
|
|
[16]
|
Sansone, C., & Thoman, D. B. (2006). Maintaining Activity engagement: Individual Differences in the Process of Self-Re-gulating Motivation. Journal of Personality, 74, 1697-1720.[CrossRef] [PubMed]
|
|
[17]
|
Scholer, A. A., & Miele, D. B. (2016). The Role of Metamotivation in Creating Task-Motivation Fit. Motivation Science, 2, 171-197.[CrossRef]
|
|
[18]
|
Scholer, A. A., Miele, D. B., Murayama, K., & Fujita, K. (2018). New Directions in Self-Regulation: The Role of Metamotivational Beliefs. Current Directions in Psychological Science, 27, 437-442.[CrossRef]
|
|
[19]
|
Schwinger, M., & Otterpohl, N. (2017). Which One Works Best? Considering the Relative Importance of Motivational Regulation Strategies. Learning and Individual Differences, 53, 122-132.[CrossRef]
|
|
[20]
|
Schwinger, M., & Stiensmeier-Pelster, J. (2012). Effects of Motivational Regulation on Effort and Achievement: A Mediation Model. International Journal of Educational Research, 56, 35-47.[CrossRef]
|
|
[21]
|
Schwinger, M., Steinmayr, R., & Spinath, B. (2009). How Do Motivational Regulation Strategies Affect Achievement: Mediated by Effort Management and Moderated by Intelligence. Learning and Individual Differences, 19, 621-627.[CrossRef]
|
|
[22]
|
Schwinger, M., Steinmayr, R., & Spinath, B. (2012). Not All Roads Lead to Rome—Comparing Different Types of Motivational Regulation Profiles. Learning and Individual Differences, 22, 269-279.[CrossRef]
|
|
[23]
|
Veenman, M. V. (2011). Learning to Self-Monitor and Self-Regulate. In R. E. Mayer, & P. A. Alexander (Eds.), Handbook of Research on Learning and Instruction (pp. 197-218). Routledge.[CrossRef]
|
|
[24]
|
Wolters, C. A (1998). Self-Regulated Learning and College Students’ Regulation of Motivation. Journal of Educational Psychology, 90, 224-235.[CrossRef]
|
|
[25]
|
Wolters, C. A. (2003). Regulation of Motivation: Evaluating an Underemphasized Aspect of Self-Regulated Learning. Educational Psychologist, 38, 189-205.[CrossRef]
|
|
[26]
|
Wolters, C. A. (2011). Regulation of Motivation: Contextual and Social Aspects. Teachers College Record, 113, 265-283.[CrossRef]
|
|
[27]
|
Wolters, C. A., & Benzon, M. B. (2013). Assessing and Predicting College Students’ Use of Strategies for the Self-Regulation of Motivation. The Journal of Experimental Education, 81, 199-221.[CrossRef]
|
|
[28]
|
Yun, H., & Park, S. (2018). Building a Structural Model of Motivational Regulation and Learning Engagement for Undergraduate and Graduate Students in Higher Education. Studies in Higher Education, 45, 271-285.[CrossRef]
|
|
[29]
|
Zimmerman, B. (2000). Attaining Self-Regulation: A Social Cognitive Perspective. In P. Pintrich, M. Boekaerts, & M. Zeidne (Ed.), Handbook of Self-Regulation (pp. 13-39). Academic.[CrossRef]
|