High-achieving Students: their motivational goals, self-regulation and achievement and relationships to their teachers' goals and strategy-based instruction.

Influence of motivation, self-beliefs, and instructional practices on science achievement of adolescents in Canada

“…Unlike extrinsically motivated students, intrinsically motivated students tend to learn better and are more creative because they willingly devote time and Students with positive self-efficacy beliefs in science are more likely to use effective cognitive and regulatory strategies in a systematic way (see Neber and SchommerAikins 2002;Pintrich and DeGroot 1990). Hence self-efficacy beliefs in science influence students' science achievement (Britner 2008;Britner andPajares 2001, 2006;Caprara et al 2008;Ee et al 2003;House 2008;Lavonen and Laaksonen 2009;Yoon 2009;Zusho and Pintrich 2003), their choices of sciencerelated activities (Kupermintz 2002;Little and Rubin 2002;Lodewyk and Winne 2005), the effort they expend on those activities (Pajares 2008;Schunk and Ertmer 2000;Walker and Greene 2009), the perseverance they show when encountering difficulties (Dweck and Master 2008;Pajares 2008), and the ultimate success they experience in science (Britner andPajares 2001, 2006;House 2008;Zeldin et al 2008;Zeldin and Pajares 2000).…”

Self-Regulated Learning in the Classroom: A Literature Review on the Teacher’s Role

“…These findings are contrary to the notion that several years of experience are required before teachers can begin to consider students' needs and 6 Education Research International [34] (ii) Kremer-Hayon and Tillema [35] (iii) Atputhasamy and Aun [36] Studies that examined how contextual support can foster preservice teachers' SRL (i) Hutchinson and Thauberger [37] (ii) Perry et al [38] (iii) Perry et al [40] (iv) Kramarski and Michalsky [29] (v) Kramarski and Michalsky [41] (vi) Michalsky and Kramarski [43] (vii) Kramarski [44] (viii) Kramarski and Revach [45] Studies that examined the role of technology in developing SRL with preservice teachers (i) Delfino et al [25] (ii) Dettori et al [46] Research question 2: what implications does the literature provide for teachers supporting SRL with different kinds of teachers? (n = 19) Studies that consider how inservice teachers themselves use SRL (i) Kreber et al [47] (ii) Hoekstra et al [51] (iii) Tillema and Kremer-Hayon [48] (iv) Van Eekelen et al [49] (vi) Gordon et al [50] Studies that consider how high school teachers support SRL with their students (i) Oolbekkink-Marchand et al [52] (ii) Kistner et al [53] (iii) Veenman et al [54] (iv) Postholm [55] Studies that consider how middle school teachers support SRL with their students (i) Pauli et al [56] (ii) Cooper et al [57] Studies that consider how upper elementary teachers support SRL with their students (i) Ee et al [58] (ii) Housand and Reis [59] (iii) Meyer et al [60] (iv) Cartier et al [61] (v) Hilden [62] Studies that consider how younger elementary teachers support SRL with their students (i) Perry [63] (ii) Perry and VandeKamp [64] (iii) Perels et al [65] Research question 3: how is SRL measured in research that examin...…”

“…Ee et al [58] study examined the relationship between teachers' goal orientations and instructional practices with their Primary 6 students' SRL. The sample included 566 high achieving Primary 6 students and 32 teachers across 34 Singapore schools.…”

The effect of inference-making, deduction, and self-monitoring on EFL learners' language achievement, reading, and writing ability

“…In other words, it can be concluded that teaching self-monitoring techniques can significantly promote reading and writing performance in college students, and it develops students' independent skills. This is hardly surprising since, as demonstrated earlier in this study, multiple studies revealed that self-regulated individuals were, on the whole, higher achievers and more motivated to accomplish academic goals compared with other learners with less self-regulatory skills (e.g., Zimmerman & Schunk, 2001;Ee et al, 2003;Schunk & Pajares, 2001;Monshi Toussi, Boori, & Ghanizadeh, 2011;Ghanizadeh & Mirzaee, 2012). Since self-monitoring is a subscale of self-regulation, this contention can reasonably be generalized to this sub-factor as well.…”

“…Ee, Moore, and Atputhasamy's (2003) study, for instance, illustrated that learners with higher achievements have better attributes to consider and apply self-regulatory strategies which go hand in hand with their achievement. Likewise, Zimmerman and Martinez-Pons's (1986) research showed self-regulated learning strategies such as environmental structuring; looking for information, reviewing text, and setting goals enhance the students' achievement.…”