Motivation, Emotion, and Cognition : Integrative Perspectives On Intellectual Functioning and Development

This distinction reflects the difference between means and ends: Means are not results. An efficacious technique is a means for ...

ness of their strategic adjustments and the nature of their self-efficacy beliefs (Zimmerman, 1989). Affective states, such as e ...

anecdotal, as well as experimental evidence of the effectiveness of these tech- niques (Schunk & Zimmerman, 1994). The biogr ...

tion to learn (Pressley, Borkowski, & Schneider, 1987), but which self-regula- tory processes influence a user’s self-percep ...

1972). Intrinsic motivation, such as the pleasure that actors experience when they practice a role on their own, is assumed to s ...

with interesting puzzles than students receiving task-contingent (i.e., out- come) rewards or students in an unrewarded control ...

task is indicative of inherent competence. It was discovered that managers who were given a learning goal displayed greater self ...

performance goal orientations detract from academic attainment and suggest instead that different types of goal orientations may ...

during self-directed practice, students were asked to set either a learning goal (how to solve problems) or a performance goal ( ...

single exposure to a model’s performance but instead generally requires re- peated observation, especially across variations in ...

tioning rather than specific responses (Rosenthal, Zimmerman, & Durning, 1970). For example, an aspiring journalist might em ...

ance. By definition, outcome goals, such as readers’ reactions to a journalist’s article, provide the ultimate criterion by whic ...

chy. To test the sequential validity of the first and second of levels in the hier- archy, Zimmerman and colleagues compared the ...

comes attributed their unsuccessful responses to strategy use indicating that the means–end relationship was clearly understood. ...

longer time intervals without outside support because as one goal is accom- plished, the learner shifts to the next goal in a hi ...

for themselves (Zimmerman & Bandura, 1994) and be more committed to those goals (Locke & Latham, 2002). Because proactiv ...

result of their selective process-outcome monitoring, proactive self-regulators know how far they have progressed in their learn ...

methods of learning (Cleary & Zimmerman, 2001; Kitsantas & Zimmerman, 2002). Attributions of failure to insufficient eff ...

Challenges to Self-Regulation Can purposeful efforts to self-regulate prove unproductive or even counter- productive in some cir ...

can be interpreted as a sign of overregulation and may inhibit some forms of learning (Morgan, 1985), that perspective ignores t ...