Learner Autonomy Bibliography

Ainley, M., & Patrick, L. (2006). Measuring self-regulated learning processes through tracking patterns of student interaction with achievement activities. Educational Psychology Review, 18(3), 267–286.

Ames, C. (1992). Classrooms: Goals, structures, and student motivation. Journal of Educational Psychology, 84(3), 261–271.

Andrade, H. G., & Boulay, B. A. (2003). Role of rubric-referenced self-assessment in learning to write. The Journal of Educational Research, 97(1), 21–30.

August-Brady, M. M. (2005). The effect of a metacognitive intervention on approach to and self-regulation of learning in baccalaureate nursing students. Journal of Nursing Education, 44(7), 297–304.

Ausburn, L. J. (2002). The freedom versus focus dilemma in a customized self-directed learning environment: A comparison of the perceptions of adult and younger students. Community College Journal of Research and Practice, 26(3), 225–235.

Bandura, A. (1997). Self-efficacy: The exercise of control. W.H. Freeman.

Bandura, A., Barbaranelli, C., Caprara, G. V., & Pastorelli, C. (1996). Multifaceted impact of self-efficacy beliefs on academic functioning. Child Development, 67(3), 1206–1222.

Barron, B. (2006). Interest and self-sustained learning as catalysts of development: A learning ecology perspective. Human Development, 49(4), 193–224.

Battistich, V., Solomon, D., Watson, M., & Schaps, E. (1997). Caring school communities. Educational Psychologist, 32(3), 137–151.

Baumeister, R. F., & Vohs, K. D. (Eds.). (2004). Handbook of self-regulation: Research, theory, and applications. Guilford Press.

Baylor, A. L., Kitsantas, A., & Hu, H. (2003). Two tools to facilitate pre-service teachers’ self-regulation during instructional planning. TechTrends, 47(2), 45–49.

Bembenutty, H. (2009). Academic delay of gratification, self-regulation of learning, gender differences, and expectancy-value. Personality and Individual Differences, 46(3), 347–352.

Bembenutty, H. (Ed.). (2011). Self-regulated learning (Vol. 126). Jossey-Bass.

Bembenutty, H., & Karabenick, S. A. (1998). Academic delay of gratification. Learning and Individual Differences, 10(4), 329–346.

Bembenutty, H., & Karabenick, S. A. (2004). Inherent association between academic delay of gratification, future time perspective, and self-regulated learning. Educational Psychology Review, 16(1), 35–57.

Benson, P., & Voller, P. (Eds.). (1997). Autonomy and independence in language learning. Longman.

Black, A. E., & Deci, E. L. (2000). The effects of instructors’ autonomy support and students’ autonomous motivation on learning organic chemistry: A self-determination theory perspective. Science Education, 84(6), 740–756.

Boekaerts, M. (1997). Self-regulated learning: A new concept embraced by researchers, policy makers, educators, teachers, and students. Learning and Instruction, 7(2), 161–186.

Boekaerts, M., & Cascallar, E. (2006). How far have we moved toward the integration of theory and practice in self-regulation? Educational Psychology Review, 18(3), 199–210.

Boekaerts, M., Pintrich, P. R., & Zeidner, M. (Eds.). (2000). Handbook of self-regulation. Academic Press.

Boekaerts, M., Pintrich, P. R., & Zeidner, M. (Eds.). (2005). Handbook of self-regulation. Academic Press; /z-wcorg/.

Boud, D. (1988). Developing student autonomy in learning. Kogan Page; /z-wcorg/.

Bråten, I., & Strømsø, H. I. (2005). The relationship between epistemological beliefs, implicit theories of intelligence, and self-regulated learning among Norwegian postsecondary students. British Journal of Educational Psychology, 75(4), 539–565.

Brockett, R. G., & Hiemstra, R. (1991). Self-direction in adult learning: Perspectives on theory, research, and practice. Routledge.

Butler, D. L. (2002). Individualizing instruction in self-regulated learning. Theory Into Practice, 41(2), 81–92.

Butler, D. L. (2002). Qualitative approaches to investigating self-regulated learning: Contributions and challenges. Educational Psychologist, 37(1), 59–63.

Butler, D. L., & Cartier, S. C. (2004). Promoting effective task interpretation as an important work habit: A key to successful teaching and learning. Teachers College Record, 106(9), 1729–1758.

Butler, D. L., Lauscher, H. N., Jarvis-Selinger, S., & Beckingham, B. (2004). Collaboration and self-regulation in teachers’ professional development. Teaching and Teacher Education, 20(5), 435–455.

Candy, P. C. (1991). Self-direction for lifelong learning: A comprehensive guide to theory and practice. Jossey-Bass.

Carver, C. S., & Scheier, M. F. (2000). On the structure of behavioral self-regulation. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of Self-Regulation (pp. 41–84). Academic Press.

Cascallar, E., Boekaerts, M., & Costigan, T. (2006). Assessment in the evaluation of self-regulation as a process. Educational Psychology Review, 18(3), 297–306.

Chan, V. (2003). Autonomous language learning: The teachers’ perspectives. Teaching in Higher Education, 8(1), 33–54.

Chappuis, S., & Stiggins, R. J. (2002). Classroom assessment for learning. Educational Leadership, 60(1), 40–43.

Chia, C. S. C. (2005). Promoting independent learning through language learning and the use of IT. Educational Media International, 42(4), 317–332.

Cleary, T. J., & Zimmerman, B. J. (2004). Self-regulation empowerment program: A school-based program to enhance self-regulated and self-motivated cycles of student learning. Psychology in the Schools, 41(5), 537–550.

Collins, A. (2006). How society can foster self-directed learning. Human Development, 49(4), 225–228.

Corno, L. (2006). Commentary on Vollmeyer and Rheinberg: Putting the teacher in research on self-regulated learning. Educational Psychology Review, 18(3), 261–266.

Corno, L., & Mandinach, E. B. (1983). The role of cognitive engagement in classroom learning and motivation. Educational Psychologist, 18(2), 88–108.

Corno, L., & Mandinach, E. B. (2004). What we have learned about student engagement in the last twenty years. In D. M. McInerney & S. Van Etten (Eds.), Big theories revisited (pp. 299–328). Information Age.

Costa, A. L., & Kallick, B. (2004). Launching self-directed learners. Educational Leadership, 62(1), 51–57.

Cotterall, S. (1995). Developing a course strategy for learner autonomy. ELT Journal, 49(3), 219–227.

Cotterall, S. (2000). Promoting learner autonomy through the curriculum: Principles for designing language courses. ELT Journal, 54(2), 109–117.

Cox, B. F., Canipe, J. B., Stockdale, S. L., Donaghy, R. C., Fogerson, D. L., & Brockett, R. G. (2003). A collaborative research effort in self-directed learning. Adult Learning, 14(4), 20–22.

Cukras, G.-A. G. (2006). The investigation of study strategies that maximize learning for underprepared students. College Teaching, 54(1), 194–197.

Dabbagh, N. (2003). Scaffolding: An important teacher competency in online learning. TechTrends, 47(2), 39–44.

Dabbagh, N., & Kitsantas, A. (2005). Using web-based pedagogical tools as scaffolds for self-regulated learning. Instructional Science, 33(5–6), 513–540.

Dahlgren, M. A., & Dahlgren, L. O. (2002). Portraits of PBL: Students’ experiences of the characteristics of problem-based learning in physiotherapy, computer engineering and psychology. Instructional Science, 30(2), 111–127.

Dam, L. (1995). Learner autonomy: From theory to classroom practice (Vol. 3). Authentik Language Learning Resources.

Darabi, A., Mackal, M. C., & Nelson, D. W. (2004). Self-regulated learning of performance analysis as a complex cognitive skill: Contributions of an electronic performance support system (EPSS). Journal of Educational Technology Systems, 33(1), 11–27.

Davis, H. A. (2003). Conceptualizing the role and influence of student-teacher relationships on children’s social and cognitive development. Educational Psychologist, 38(4), 207–234.

De Groot, E. V. (2002). Learning through interviewing: Students and teachers talk about learning and schooling. Educational Psychologist, 37(1), 41–52.

Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. Plenum Press.

Deci, E. L., & Ryan, R. M. (2002). Handbook of self-determination research. University of Rochester Press.

Deci, E. L., Vallerand, R. J., Pelletier, L. G., & Ryan, R. M. (1991). Motivation and education: The self-determination perspective. Educational Psychologist, 26(3–4), 325–346.

Dembo, M. H. (2004). Motivation and learning strategies for college success: A self-management approach (2nd ed.). Lawrence Erlbaum Associates.

Dembo, M. H., & Seli, H. P. (2004). Students’ resistance to change in learning strategies courses. Journal of Developmental Education, 27(3), 2–4, 6–8, 10–11.

Dewitte, S., & Lens, W. (1999). Volition: Use with measure. Learning and Individual Differences, 11(3), 321–333.

Dornbusch, S. M., Ritter, P. L., Leiderman, P. H., Roberts, D. F., & Fraleigh, M. J. (1987). The relation of parenting style to adolescent school performance. Child Development, 58(5), 1244–1257.

Duffy, M. L., & Forgan, J. W. (2005). Mentoring new special education teachers: A guide for mentors and program developers. Corwin Press.

Dunlap, J. C., & Grabinger, S. (2003). Preparing students for lifelong learning: A review of instructional features and teaching methodologies. Performance Improvement Quarterly, 16(2), 6–25.

Dweck, C. S., & Elliot, E. S. (1983). Achievement motivation. In E. M. Hetherington & P. Mussen (Eds.), Handbook of child psychology (4th ed., Vol. 4, pp. 643–691). Wiley.

Eccles, J. (2004). Schools, academic motivation, and stage-environment fit. In R. M. Lerner & L. D. Steinberg (Eds.), Handbook of adolescent psychology (2nd ed., pp. 125–153). John Wiley & Sons.

Eccles, J. S., Wigfield, A., & Schiefele, U. (1998). Motivation to succeed. In Handbook of child psychology: Social, emotional, and personality development (5th ed., Vol. 3, pp. 1017–1095). Wiley.

Efklides, A. (2006). Metacognitive experiences: The missing link in the self-regulated learning process. Educational Psychology Review, 18(3), 287–291.

Eilam, B., & Aharon, I. (2003). Students’ planning in the process of self-regulated learning. Contemporary Educational Psychology, 28(3), 304–334.

Elstad, E. (2006). Understanding the nature of accountability failure in a technology‐filled, laissez‐faire classroom: Disaffected students and teachers who give in. Journal of Curriculum Studies, 38(4), 459–481.

Evans, C. J., Kirby, J. R., & Fabrigar, L. R. (2003). Approaches to learning, need for cognition, and strategic flexibility among university students. British Journal of Educational Psychology, 73(4), 507–528.

Evensen, D. H., Salisbury-Glennon, J. D., & Glenn, J. (2001). A qualitative study of six medical students in a problem-based curriculum: Toward a situated model of self-regulation. Journal of Educational Psychology, 93(4), 659–676.

Fiddler, M. B. (1994). Teaching to competence: Enhancing the art of teaching (adults). The Journal of General Education, 43(1), 289–303.

Flores, J., & Flores, B. (2003). The gradual student. Teaching English in the Two-Year Collge, 30(3), 239–247.

Fritz, M. (2002). Using learning styles inventories to promote active learning. Journal of College Reading and Learning, 32(2), 183–189.

Galbraith, M. W. (2003). Mentoring toward self-directedness. Adult Learning, 14(4), 9–12.

Garavalia, L. S., & Gredler, M. E. (2002). An exploratory study of academic goal setting, achievement calibration and self-regulated learning. Journal of Instructional Psychology, 29(4), 221–230.

Garavalia, L. S., & Gredler, M. E. (2002). Prior achievement, aptitude, and use of learning strategies as predictors of college student achievement. College Student Journal, 36(4), 616–625.

Gorham, J. (1988). The relationship between verbal teacher immediacy behaviors and student learning. Communication Education, 37(1), 40–53.

Graham, S., Harris, K. R., & Mason, L. (2005). Improving the writing performance, knowledge, and self-efficacy of struggling young writers: The effects of self-regulated strategy development. Contemporary Educational Psychology, 30(2), 207–241.

Griffiths, M., & Smith, R. (1989). Standing alone: Dependence, independence and interdependence in the practice of education. Journal of Philosophy of Education, 23(2), 283–294.

Hadwin, A. F., Winne, P. H., Stockley, D. B., Nesbit, J. C., & Woszczyna, C. (2001). Context moderates students’ self-reports about how they study. Journal of Educational Psychology, 93(3), 477–487.

Hadwin, A. F., Wozney, L., & Pontin, O. (2005). Scaffolding the appropriation of self-regulatory activity: A socio-cultural analysis of changes in teacher-student discourse about a graduate research portfolio. Instructional Science, 33(5–6), 413–450.

Harackiewicz, J. M., Barron, K. E., Tauer, J. M., & Elliot, A. J. (2002). Predicting success in college: A longitudinal study of achievement goals and ability measures as predictors of interest and performance from freshman year through graduation. Journal of Educational Psychology, 94(3), 562–575.

Harris, K. R., Graham, S., Mason, L. H., & Saddler, B. (2002). Developing self-regulated writers. Theory Into Practice, 41(2), 110–115.

Harrison, R. (2000). Learner managed learning: Managing to learn or learning to manage? International Journal of Lifelong Education, 19(4), 312–321.

Harvey, B. J., Rothman, A. I., & Frecker, R. C. (2006). A confirmatory factor analysis of the Oddi Continuing Learning Inventory (OCLI). Adult Education Quarterly, 56(3), 188–200.

Hiemstra, R. (2003). More than three decades of self-directed learning: From whence have we come? Adult Learning, 14(4), 5–8.

Hill, J. (2006). Flexible learning environments: Leveraging the affordances of flexible delivery and flexible learning. Innovative Higher Education, 31(3), 187–197.

Hmelo-Silver, C. E. (2004). Problem-based learning: What and how do students learn? Educational Psychology Review, 16(3), 235–266.

Hofer, B. K., & Yu, S. L. (2003). Teaching self-regulated learning through a “Learning to Learn” course. Teaching of Psychology, 30(1), 30–33.

Hofer, B. K., Yu, S. L., & Pintrich, P. R. (1998). Teaching college students to be self-regulated learners. In D. H. Schunk & B. J. Zimmerman (Eds.), Self-regulated learning: From teaching to self-reflective practice (pp. 57–85). Guilford Press.

Horner, S. L., & Shwery, C. S. (2002). Becoming an engaged, self-regulated reader. Theory Into Practice, 41(2), 102–109.

Horwitz, E. K., McLendon, M. E., Bresslau, B., Yu, J.-F., & Dryden, M. (1997). A graduate course focusing on the second language learner. The Modern Language Journal, 81(4), 518–526.

Howell, C. L. (2002). Reforming higher education curriculum to emphasize student responsibility. College Teaching, 50(3), 116–120.

Hubbard, B. P., & Simpson, M. (2003). Developing self-regulated learners: Putting theory into practice. Reading Research and Instruction, 42(4), 62–89.

Husman, J., & Lens, W. (1999). The role of the future in student motivation. Educational Psychologist, 34(2), 113–125.

Iran-Nejad, A. (1990). Active and dynamic self-regulation of learning processes. Review of Educational Research, 60(4), 573–602.

Isaacson, R. M., & Fujita, F. (2006). Metacognitive knowledge monitoring and self-regulated learning: Academic success and reflections on learning. Journal of the Scholarship of Teaching and Learning, 6(1), 39–55.

Isakson, C. (2004). Caught on the web: Self directed learning. Education Digest, 70(3), 79–80.

Jacobsen, T., & Hofmann, V. (1997). Children’s attachment representations: Longitudinal relations to school behavior and academic competency in middle childhood and adolescence. Developmental Psychology, 33(4), 703–710.

Jakubowski, T. G., & Dembo, M. H. (2004). The relationship of self-efficacy, identity style, and stage of change with academic self-regulation. Journal of College Reading and Learning, 35(1), 7–24.

Jarvis, P. (1995). Teachers and learners in adult education: Transaction or moral interaction? Studies in the Education of Adults, 27(1), 24–35.

Jiusto, S., & DiBiasio, D. (2006). Experiential learning environments: Do they prepare our students to be self-directed, life-long learners? Journal of Engineering Education, 95(3), 195–204.

Kachgal, M. M., Hansen, L. S., & Nutter, K. J. (2001). Academic procrastination prevention/intervention: Strategies and recommendations. Journal of Developmental Education, 25(1), 14–24.

Kaplan, B. (2004). Practicing for artistic success: Empowering the student with self-management skills in the practice room. American Music Teacher, 54(2), 31–32.

King, A. (1992). Facilitating elaborative learning through guided student-generated questioning. Educational Psychologist, 27(1), 111–126.

King, F. B., Harner, M., & Brown, S. W. (2000). Self-regulatory behavior influences in distance learning. International Journal of Instructional Media, 27(2), 147–155.

King, P. M., & Kitchener, K. S. (1994). Developing reflective judgment: Understanding and promoting intellectual growth and critical thinking in adolescents and adults. Jossey-Bass.

Kirschenbaum, D. S., Tomarken, A. J., & Humphrey, L. L. (1985). Affect and adult self-regulation. Journal of Personality and Social Psychology, 48(2), 509–523.

Kitsantas, A. (2002). Test preparation and performance: A self-regulatory analysis. The Journal of Experimental Education, 70(2), 101–113.

Kitsantas, A., & Baylor, A. (2001). The impact of the instructional planning self-reflective tool on preservice teacher performance, disposition, and self-efficacy beliefs regarding systematic instructional planning. Educational Technology Research and Development, 49(4), 97–106.

Kitsantas, A., Zimmerman, B. J., & Cleary, T. (2000). The role of observation and emulation in the development of athletic self-regulation. Journal of Educational Psychology, 92(4), 811–817.

Knowles, M. S. (1975). Self-directed learning: A guide for learners and teachers. Association Press.

Kolb, D. A. (1985). Learning-style inventory. McBer.

Kramarski, B., & Mizrachi, N. (2006). Online discussion and self-regulated learning: Effects of instructional methods on mathematical literacy. The Journal of Educational Research, 99(4), 218–231.

Kuh, G. D., Schuh, J. H., Whitt, E. J., Andreas, R. E., Lyons, J. W., Strange, C. C., Krehbiel, L. E., & MacKay, K. A. (1991). Involving colleges: Successful approaches to fostering student learning and development outside the classroom. Jossey-Bass.

Kuhn, D. (2003). Understanding and valuing knowing as developmental goals. Liberal Education, 89(3), 16–21.

Kuiper, R. (2002). Enhancing metacognition through the reflective use of self-regulated learning strategies. Journal of Continuing Education in Nursing, 33(2), 78–87.

Kveven, A. (2007). Empowered to ask. Educational Leadership, 64(4), 48.

Lajoie, S. P. (2005). Extending the scaffolding metaphor. Instructional Science, 33(5–6), 541–557.

Lapan, R. T., Kardash, C. M., & Turner, S. (2002). Empowering students to become self-regulated learners. Professional School Counseling, 5(4), 257–265.

Larose, S., Bernier, A., & Tarabulsy, G. M. (2005). Attachment state of mind, learning dispositions, and academic performance during the college transition. Developmental Psychology, 41(1), 281–289.

Le Vasan, M., Venkatachary, R., & Freebody, P. (2006). Can collaboration and self direction be learned? A procedural framework for problem-based learning. Planning and Changing, 37(1/2), 24–36.

Leathwood, C. (2006). Gender, equity and the discourse of the independent learner in higher education. Higher Education, 52(4), 611–633.

Leung, P. W. L., & Kwan, K. S. F. (1998). Parenting styles, motivational orientations, and self-perceived academic competence: A mediational model. Merrill-Palmer Quarterly, 44(1), 1–19.

Ley, K., & Young, D. B. (2001). Instructional principles for self-regulation. Educational Technology Research and Development, 49(2), 93–103.

Lindner, J. R., Dooley, K. E., & Williams, J. R. (2003, October). Teaching, coaching, mentoring, facilitating, motivating, directing... What is a teacher to do? The Agricultural Education Magazine, 76(2), 26–27.

Little, D. G. (1991). Learner autonomy: Definitions, issues and problems (Vol. 1). Authentik Language Learning Resources.

Lizzio, A., & Wilson, K. (2005). Self-managed learning groups in higher education: Students’ perceptions of process and outcomes. British Journal of Educational Psychology, 75(3), 373–390.

Lonka, K., Olkinuora, E., & Mäkinen, J. (2004). Aspects and prospects of measuring studying and learning in higher education. Educational Psychology Review, 16(4), 301–323.

Lopez, D. F. (1999). Social cognitive influences on self-regulated learning: The impact of action-control beliefs and academic goals on achievement-related outcomes. Learning and Individual Differences, 11(3), 301–319.

Luke, C. L. (2006). Fostering learner autonomy in a technology-enhanced, inquiry-based foreign language classroom. Foreign Language Annals, 39(1), 71–86.

Lunyk-Child, O. I., Crooks, D., Ellis, P. J., Ofosu, C., O’Mara, L., & Rideout, E. (2001). Self-directed learning: Faculty and student perceptions. Journal of Nursing Education, 40(3), 116–123.

Luyten, L., Lowyck, J., & Tuerlinckx, F. (2001). Task perception as a mediating variable: A contribution to the validation of instructional knowledge. British Journal of Educational Psychology, 71(2), 203–223.

Maitland, L. E. (2000). Ideas in practice: Self-regulation and metacognition in the reading lab. Journal of Developmental Education, 24(2), 26–36.

Malmivuori, M.-L. (2006). Affect and self-regulation. Educational Studies in Mathematics, 63(2), 149–164.

Martin, J. (2004). Self-regulated learning, social cognitive theory, and agency. Educational Psychologist, 39(2), 135–145.

Martinez-Pons, M. (2002). Parental influences on children’s academic self-regulatory development. Theory Into Practice, 41(2), 126–131.

Masui, C., & Corte, E. (2005). Learning to reflect and to attribute constructively as basic components of self-regulated learning. British Journal of Educational Psychology, 75(3), 351–372.

McCann, E. J., & Garcia, T. (1999). Maintaining motivation and regulating emotion: Measuring individual differences in academic volitional strategies. Learning and Individual Differences, 11(3), 259–279.

McCann, E. J., & Turner, J. E. (2004). Increasing student learning through volitional control. Teachers College Record, 106(9), 1695–1714.

McCarthy, J. P., & Anderson, L. (2000). Active learning techniques versus traditional teaching styles: Two experiments from history and political science. Innovative Higher Education, 24(4), 279–294.

McClure, J. (2001). Developing language skills and learner autonomy in international postgraduates. ELT Journal, 55(2), 142–148.

McWhaw, K., & Abrami, P. C. (2001). Student goal orientation and interest: Effects on students’ use of self-regulated learning strategies. Contemporary Educational Psychology, 26(3), 311–329.

Mehrabian, A. (1981). Silent messages: Implicit communication of emotions and attitudes. Wadsworth.

Meichenbaum, D., & Biemiller, A. (1998). Nurturing independent learners: Helping students take charge of their learning. Brookline Books.

Meyer, D. K., & Turner, J. C. (2002). Using instructional discourse analysis to study the scaffolding of student self-regulation. Educational Psychologist, 37(1), 17–25.

Midgley, C., Feldlaufer, H., & Eccles, J. S. (1989). Student/teacher relations and attitudes toward mathematics before and after the transition to junior high school. Child Development, 60(4), 981–992.

Miller, R. B., & Brickman, S. J. (2004). A model of future-oriented motivation and self-regulation. Educational Psychology Review, 16(1), 9–33.

Moos, D. C., & Azevedo, R. (2006). The role of goal structure in undergraduates’ use of self-regulatory processes in two hypermedia learning tasks. Journal of Educational Multimedia and Hypermedia, 15(1), 49–86.

Moran, J. J. (2005). A model for promoting self-regulated learning. New Horizon in Adult Education, 19(1), 15–26.

Moss, E., & St-Laurent, D. (2001). Attachment at school age and academic performance. Developmental Psychology, 37(6), 863–874.

Muncie, J. (2000). Using written teacher feedback in EFL composition classes. ELT Journal, 54(1), 47–53.

Nah, Y. (1999). Can a self-directed learner be independent, autonomous and interdependent?: Implications for practice. Adult Learning, 11(1), 18–25.

Naumann, W. C., Bandalos, D., & Gutkin, T. B. (2003). Identifying variables that predict college success for first-generation college students. Journal of College Admission, 181, 4–9.

Newman, R. S. (2002). How self-regulated learners cope with academic difficulty: The role of adaptive help seeking. Theory Into Practice, 41(2), 132–138.

Niemivirta, M. (2006). Assessing motivation and self-regulation in learning within a predictive design: Incorporating systematic elements of change. Educational Psychology Review, 18(3), 255–259.

Nix, G. A., Ryan, R. M., Manly, J. B., & Deci, E. L. (1999). Revitalization through self-regulation: The effects of autonomous and controlled motivation on happiness and vitality. Journal of Experimental Social Psychology, 35(3), 266–284.

Nolen, S. B. (2006). Validity in assessing self-regulated learning: A comment on Perry & Winne. Educational Psychology Review, 18(3), 229–232.

Nordstrom, C. R., Williams, K. B., & Jarvis, P. A. (2003). Motivating college students: An application of the job characteristics model. Journal on Excellence in College Teaching, 14(1), 37–60.

Olkinuora, E., & Lonka, K. (Eds.). (2004). Measuring studying and learning in higher education—Conceptual and methodological issues. Educational Psychology Review, 16(4).

Oswald, D. (2004). Toward an instructional-design theory for fostering self-directed learning. Educational Technology, 44(6), 31–38.

Pajares, F. (2002). Gender and perceived self-efficacy in self-regulated learning. Theory into Practice, 41(2), 116–125.

Pape, S. J., & Smith, C. (2002). Self-regulating mathematics skills. Theory into Practice, 41(2), 93–101.

Paris, S. G., & Paris, A. H. (2001). Classroom applications of research on self-regulated learning. Educational Psychologist, 36(2), 89–101.

Patrick, H., & Middleton, M. J. (2002). Turning the kaleidoscope: What we see when self-regulated learning is viewed with a qualitative lens. Educational Psychologist, 37(1), 27–39.

Patrick, H., Ryan, A. M., & Pintrich, P. R. (1999). The differential impact of extrinsic and mastery goal orientations on males’ and females’ self-regulated learning. Learning and Individual Differences, 11(2), 153–171.

Patterson, C., Crooks, D., & Lunyk-Child, O. (2002). A new perspective on competencies for self-directed learning. Journal of Nursing Education, 41(1), 25–31.

Pekrun, R., Goetz, T., Titz, W., & Perry, R. P. (2002). Academic emotions in students’ self-regulated learning and achievement: A program of qualitative and quantitative research. Educational Psychologist, 37(2), 91–105.

Perry, N., & Drummond, L. (2002). Helping young students become self-regulated researchers and writers. Reading Teacher, 56(3), 298–310.

Perry, N. E. (2002). Introduction: Using qualitative methods to enrich understandings of self-regulated learning. Educational Psychologist, 37(1), 1–3.

Perry, N. E., VandeKamp, K. O., Mercer, L. K., & Nordby, C. J. (2002). Investigating teacher-student interactions that foster self-regulated learning. Educational Psychologist, 37(1), 5–15.

Perry, N., Phillips, L., & Dowler, J. (2004). Examining features of tasks and their potential to promote self-regulated learning. Teachers College Record, 109(9), 1854–1878.

Pianta, R. C., & Stuhlman, M. W. (2004). Teacher-child relationships and children’s success in the first years of school. School Psychology Review, 33(3), 444–458.

Pintrich, P. R. (1999). Taking control of research on volitional control: Challenges for future theory and research. Learning and Individual Differences, 11(3), 335–354.

Pintrich, P. R. (1999). Understanding interference and inhibition processes from a motivational and self-regulated learning perspective: Comments on Dempster and Corkill. Educational Psychology Review, 11(2), 105–115.

Pintrich, P. R. (2003). A motivational science perspective on the role of student motivation in learning and teaching contexts. Journal of Educational Psychology, 95(4), 667–686.

Pintrich, P. R. (2004). A conceptual framework for assessing motivation and self-regulated learning in college students. Educational Psychology Review, 16(4), 385–407.

Pintrich, P. R., & de Groot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82(1), 33–40.

Pintrich, P. R., Roeser, R. W., & de Groot, E. A. M. (1994). Classroom and individual differences in early adolescents’ motivation and self-regulated learning. The Journal of Early Adolescence, 14(2), 139–161.

Pintrich, P. R., Smith, D. A. F., Garcia, T., & McKeachie, W. J. (1991). A manual for the use of the Motivated Strategies for Learning Questionnaire (MSLQ). University of Michigan.

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(3), 801–813.

Ponton, M. K., Derrick, M. G., & Carr, P. B. (2005). The relationship between resourcefulness and persistence in adult autonomous learning. Adult Education Quarterly, 55(2), 116–128.

Powell, E. (2005). Conceptualizing and facilitating active learning: Teachers’ video-stimulated reflective dialogues. Reflective Practice, 6(3), 407–418.

Radosevich, D. J., Vaidyanathan, V. T., Yeo, S., & Radosevich, D. M. (2004). Relating goal orientation to self-regulatory processes: A longitudinal field test. Contemporary Educational Psychology, 29(3), 207–229.

Railton, D., & Watson, P. (2005). Teaching autonomy: “Reading groups” and the development of autonomous learning practices. Active Learning in Higher Education, 6(3), 182–193.

Randi, J. (2004). Teachers as self-regulated learners. Teachers College Record, 106(9), 1825–1853.

Rasku-Puttonen, H., Eteläpelto, A., Arvaja, M., & Häkkinen, P. (2003). Is successful scaffolding an illusion? – Shifting patterns of responsibility and control in teacher-student interaction during a long-term learning project. Instructional Science, 31(6), 377–393.

Raya, M. J., & Fernandez, J. M. P. (2002). Learner autonomy and new technologies. Educational Media International, 39(1), 61–68.

Reed, J. H., Schallert, D. L., & Deithloff, L. F. (2002). Investigating the interface between self-regulation and involvement processes. Educational Psychologist, 37(1), 53–57.

Reeve, J. (2011). Teaching in ways that support students’ autonomy. In D. Mashek & E. Y. Hammer (Eds.), Empirical Research in Teaching and Learning (pp. 90–103). Wiley-Blackwell.

Reeve, J., Nix, G. A., & Hamm, D. (2003). Testing models of the experience of self-determination in intrinsic motivation and the conundrum of choice. Journal of Educational Psychology, 95(2), 375–392.

Ricci, C. W. (2004). The impacts of professors’ knowledge of students’ names. Journal on Excellence in College Teaching, 15(3), 85–104.

Riveiro, J. M. S., Cabanach, R. G., & Arias, A. V. (2001). Multiple-goal pursuit and its relation to cognitive, self-regulatory, and motivational strategies. British Journal of Educational Psychology, 71(4), 561–572.

Rivers, W. P. (2001). Autonomy at all costs: An ethnography of metacognitive self-assessment and self-management among experienced language learners. The Modern Language Journal, 85(2), 279–290.

Roberson, D. N., Jr., & Merriam, S. B. (2005). The self-directed learning process of older, rural adults. Adult Education Quarterly, 55(4), 269–287.

Rodríguez, J. I., Plax, T. G., & Kearney, P. (1996). Clarifying the relationship between teacher nonverbal immediacy and student cognitive learning: Affective learning as the central causal mediator. Communication Education, 45(4), 293–305.

Roth, G., Assor, A., Kanat-Maymon, Y., & Kaplan, H. (2007). Autonomous motivation for teaching: How self-determined teaching may lead to self-determined learning. Journal of Educational Psychology, 99(4), 761–774.

Rozendaal, J. S., Minnaert, A., & Boekaerts, M. (2001). Motivation and self-regulated learning in secondary vocational education: Information-processing type and gender differences. Learning and Individual Differences, 13(4), 273–289.

Ruban, L. M., McCoach, D. B., McGuire, J. M., & Reis, S. M. (2003). The differential impact of academic self-regulatory methods on academic achievement among university students with and without learning disabilities. Journal of Learning Disabilities, 36(3), 270–286.

Ruban, L., & Reis, S. M. (2006). Patterns of self‐regulatory strategy use among low‐achieving and high‐achieving university students. Roeper Review, 28(3), 148–156.

Ryan, A. M., Gheen, M. H., & Midgley, C. (1998). Why do some students avoid asking for help? An examination of the interplay among students’ academic efficacy, teachers’ social–emotional role, and the classroom goal structure. Journal of Educational Psychology, 90(3), 528–535.

Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68–78.

Salisbury-Glennon, J. D., Young, A. J., & Stefanou, C. R. (2001). Creating contexts for motivation and self-regulated learning in the college classroom. Journal on Excellence in College Teaching, 12(2), 19–35.

Schallert, D. L., Reed, J. H., & Turner, J. E. (2004). The interplay of aspirations, enjoyment, and work habits in academic endeavors: Why is it so hard to keep long-term commitments? Teachers College Record, 106(9), 1715–1728.

Schapiro, S. R., & Livingston, J. A. (2000). Dynamic self-regulation: The driving force behind academic achievement. Innovative Higher Education, 25(1), 23–35.

Schloemer, P., & Brenan, K. (2006). From students to learners: Developing self-regulated learning. Journal of Education for Business, 82(2), 81–87.

Schmenk, B. (2005). Globalizing learner autonomy. TESOL Quarterly, 39(1), 107.

Schmitz, B., & Wiese, B. S. (2006). New perspectives for the evaluation of training sessions in self-regulated learning: Time-series analyses of diary data. Contemporary Educational Psychology, 31(1), 64–96.

Schunk, D. H. (2005). Self-regulated learning: The educational legacy of Paul R. Pintrich. Educational Psychologist, 40(2), 85–94.

Schunk, D. H., Pintrich, P. R., & Meece, J. L. (2008). Motivation in education: Theory, research, and applications (3rd ed.). Pearson.

Schunk, D. H., & Zimmerman, B. J. (Eds.). (2008). Motivation and self-regulated learning: Theory, research, and applications. Lawrence Erlbaum Associates.

Sharp, C., Pocklington, K., & Weindling, D. (2002). Study support and the development of the self-regulated learner. Educational Research, 44(1), 29–41.

Sideridis, G. D. (2006). Goal orientations and strong oughts: Adaptive or maladaptive forms of motivation for students with and without suspected learning disabilities? Learning and Individual Differences, 16(1), 61–77.

Silver, B. B., Smith, E. V., Jr., & Greene, B. A. (2001). A study strategies self-efficacy instrument for use with community college students. Educational and Psychological Measurement, 61(5), 849–865.

Simpson, M. L., & Rush, L. (2003). College students’ beliefs, strategy employment, transfer, and academic performance: An examination across three academic disciplines. Journal of College Reading and Learning, 33(2), 146–156.

Skinner, E. A., & Belmont, M. J. (1993). Motivation in the classroom: Reciprocal effects of teacher behavior and student engagement across the school year. Journal of Educational Psychology, 85(4), 571–581.

Spence, J. T., & Helmreich, R. L. (1983). Achievement-related motives and behaviors. In J. T. Spence (Ed.), Achievement and achievement motives: Psychological and sociological approaches (pp. 7–74). Freeman.

Sperling, R. A., DuBois, N., Howard, B. C., & Staley, R. (2004). Metacognition and self-regulated learning constructs. Educational Research and Evaluation, 10(2), 117–139.

Steinberg, L., Elmen, J. D., & Mounts, N. S. (1989). Authoritative parenting, psychosocial maturity, and academic success among adolescents. Child Development, 60(6), 1424–1436.

Stone, N. J. (2000). Exploring the relationship between calibration and self-regulated learning. Educational Psychology Review, 12(4), 437–475.

Su, Y.-L., & Reeve, J. (2011). A meta-analysis of the effectiveness of intervention programs designed to support autonomy. Educational Psychology Review, 23(1), 159–188.

Sungur, S., & Tekkaya, C. (2006). Effects of problem-based learning and traditional instruction on self-regulated learning. The Journal of Educational Research, 99(5), 307–320.

Thanasoulas, D. (2000). What is learner autonomy and how can it be fostered? The Internet TESL Journal, 6(11), 1–11.

Thiede, K. W., Anderson, M. C. M., & Therriault, D. (2003). Accuracy of metacognitive monitoring affects learning of texts. Journal of Educational Psychology, 95(1), 66–73.

Thomas, C. E., Richmond, V. P., & McCroskey, J. C. (1994). The association between immediacy and socio‐communicative style. Communication Research Reports, 11(1), 107–114.

Tillema, H. H., & Kremer-Hayon, L. (2002). “Practising what we preach”—Teacher educators’ dilemmas in promoting self-regulated learning: A cross case comparison. Teaching and Teacher Education, 18(5), 593–607.

Tinnesz, C. G., Ahuna, K. H., & Kiener, M. (2006). Toward college success: Internalizing active and dynamic strategies. College Teaching, 54(4), 302–306.

Tuckman, B. W. (2003). The effect of learning and motivation strategies training on college students’ achievement. Journal of College Student Development, 44(3), 430–437.

Turner, J. C. (2006). Measuring self-regulation: A focus on activity. Educational Psychology Review, 18(3), 293–296.

Turner, J. C., Midgley, C., Meyer, D. K., Gheen, M., Anderman, E. M., Kang, Y., & Patrick, H. (2002). The classroom environment and students’ reports of avoidance strategies in mathematics: A multimethod study. Journal of Educational Psychology, 94(1), 88–106.

Urdan, T., & Midgley, C. (2003). Changes in the perceived classroom goal structure and pattern of adaptive learning during early adolescence. Contemporary Educational Psychology, 28(4), 524–551.

van Den Hurk, M. (2006). The relation between self-regulated strategies and individual study time,        prepared participation and achievement in a problem-based curriculum. Active Learning in Higher Education, 7(2), 155–169.

van Eekelen, I. M., Boshuizen, H. P. A., & Vermunt, J. D. (2005). Self-regulation in higher education teacher learning. Higher Education, 50(3), 447–471.

van Grinsven, L., & Tillema, H. (2006). Learning opportunities to support student self-regulation: Comparing different instructional formats. Educational Research, 48(1), 77–91.

Vanderstoep, S. W., Pintrich, P. R., & Fagerlin, A. (1996). Disciplinary differences in self-regulated learning in college students. Contemporary Educational Psychology, 21(4), 345–362.

Vansteenkiste, M., Simons, J., Lens, W., Sheldon, K. M., & Deci, E. L. (2004). Motivating learning, performance, and persistence: The synergistic effects of intrinsic goal contents and autonomy-supportive contexts. Journal of Personality and Social Psychology, 87(2), 246–260.

VanZile-Tamsen, C. (2001). The predictive power of expectancy of success and task value for college students’ self-regulated strategy use. Journal of College Student Development, 42(3), 233–241.

VanZile-Tamsen, C. (2002). Assessing and promoting self-regulated strategy use. Journal of College Counseling, 5(2), 182–186.

Vickers, C. H., & Ene, E. (2006). Grammatical accuracy and learner autonomy in advanced writing. ELT Journal, 60(2), 109–116.

Vollmeyer, R., & Rheinberg, F. (2006). Motivational effects on self-regulated learning with different tasks. Educational Psychology Review, 18(3), 239–253.

Waters, E., Corcoran, D., & Anafarta, M. (2005). Attachment, other relationships, and the theory that all good things go together. Human Development, 48(1–2), 80–84.

Wenden, A. (1988). A curricular framework for promoting learner autonomy. Canadian Modern Language Review, 44(4), 639–652.

Westburg, N. G., & Martin, D. (2003). The relationship between a child’s hope, a parent’s hope, and student-directed, goal-oriented academic instruction. The Journal of Humanistic Counseling, Education and Development, 42(2), 152–164.

Whipp, J. L., & Chiarelli, S. (2004). Self-regulation in a web-based course: A case study. Educational Technology Research and Development, 52(4), 5–21.

Winne, P. H. (2001). Self-regulated learning viewed from models of information processing. In B. J. Zimmerman & D. H. Schunk (Eds.), Self-regulated learning and academic achievement: Theoretical perspectives (pp. 145–178). Lawrence Erlbaum Associates.

Winne, P. H. (2004). Putting volition to work in education. Teachers College Record, 106(9), 1879–1887.

Winne, P. H. (2005). A perspective on state-of-the-art research on self-regulated learning. Instructional Science, 33(5–6), 559–565.

Winne, P. H. (2006). How software technologies can improve research on learning and bolster school reform. Educational Psychologist, 41(1), 5–17.

Winne, P. H., & Hadwin, A. F. (1998). Studying self-regulated learning. In D. J. Hacker, J. Dunlosky, & A. C. Graesser (Eds.), Metacognition in educational theory and practice (pp. 277–304). Lawrence Erlbaum Associates.

Winne, P. H., & Jamieson-Noel, D. (2002). Exploring students’ calibration of self reports about study tactics and achievement. Contemporary Educational Psychology, 27(4), 551–572.

Winne, P. H., & Jamieson-Noel, D. (2003). Self-regulating studying by objectives for learning: Students’ reports compared to a model. Contemporary Educational Psychology, 28(3), 259–276.

Witt, P. L., & Wheeless, L. R. (2001). An experimental study of teachers’ verbal and nonverbal immediacy and students’ affective and cognitive learning. Communication Education, 50(4), 327–342.

Witt, P. L., Wheeless, L. R., & Allen, M. (2006). The relationship between teacher immediacy and student learning: A meta-analysis. In B. M. Gayle, R. W. Preiss, N. Burrell, & M. Allen (Eds.), Classroom communication and instructional processes: Advances through meta-analysis (pp. 149–168). Lawrence Erlbaum Associates.

Wolters, C. A. (1998). Self-regulated learning and college students’ regulation of motivation. Journal of Educational Psychology, 90(2), 224–235.

Wolters, C. A. (1999). The relation between high school students’ motivational regulation and their use of learning strategies, effort, and classroom performance. Learning and Individual Differences, 11(3), 281–299.

Wolters, C. A. (2003). Understanding procrastination from a self-regulated learning perspective. Journal of Educational Psychology, 95(1), 179–187.

Wolters, C. A. (2003). Regulation of motivation: Evaluating an underemphasized aspect of self-regulated learning. Educational Psychologist, 38(4), 189–205.

Wolters, C. A. (2004). Advancing achievement goal theory: Using goal structures and goal orientations to predict students’ motivation, cognition, and achievement. Journal of Educational Psychology, 96(2), 236–250.

Wolters, C. A., & Pintrich, P. R. (1998). Contextual differences in student motivation and self-regulated learning in mathematics, English, and social studies classrooms. Instructional Science, 26(1–2), 27–47.

Wolters, C. A., Yu, S. L., & Pintrich, P. R. (1996). The relation between goal orientation and students’ motivational beliefs and self-regulated learning. Learning and Individual Differences, 8(3), 211–238.

Young, D., & Ley, K. (2005). Developmental college student self-regulation: Results from two measures. Journal of College Reading and Learning, 36(1), 60–80.

Young, M. R. (2005). The motivational effects of the classroom environment in facilitating self-regulated learning. Journal of Marketing Education, 27(1), 25–40.

Zimmerman, B. J. (2000). Attaining self-regulation: A social cognitive perspective. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of Self-Regulation (pp. 13–41). Academic Press.

Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory Into Practice, 41(2), 64–70.

Zimmerman, B. J., & Kitsantas, A. (2002). Acquiring writing revision and self-regulatory skill through observation and emulation. Journal of Educational Psychology, 94(4), 660–668.

Zimmerman, B. J., & Risemberg, R. (1997). Self-regulatory dimensions of academic learning and motivation. In G. D. Phye (Ed.), Handbook of academic learning: Construction of knowledge (pp. 105–123). Academic Press.

Zimmerman, B. J., & Schunk, D. H. (2001). Self-regulated learning and academic achievement: Theoretical perspectives. Lawrence Erlbaum Associates.