Bandura, A. (1997). Self-efficacy: The exercise of control. New York, NY: W. H. Freeman.
Bembenutty, H., Cleary, T. J., & Kitsantas, A. (Eds.). (2013). Applications of self-regulated learning across diverse disciplines: A tribute to Barry J. Zimmerman. Charlotte, NC: Information Age Publishing.
Borkowski, J. G., Weyhing, R. S., & Carr, M. (1988). Effects of attributional retraining on strategy-based reading comprehension in learning-disabled students. Journal of Educational Psychology, 80, 46–53. https://doi.org/10.1037//0022-0618.104.22.168
Briesch, A. M., & Briesch, J. M. (2015). Self-management interventions to reduce disruptive classroom behavior. In Cleary, T. J. (Ed.), Self-regulated learning interventions with at-risk youth: Enhancing adaptability, performance, and well-being (pp. 45–65). Washington, DC: American Psychological Association.
Butler, D. L., Schnellert, L., & Perry, N. E. (2017). Developing self-regulating learners. Upper Saddle River, NJ: Pearson Education.
Calhoon, M. B., & Fuchs, L. S. (2003). The effects of Peer-Assisted Learning Strategies and curriculum-based measurement on the mathematics performance of secondary students with disabilities. Remedial & Special Education, 24, 235–245. https://doi.org/10.1177/07419325030240040601 Callan, G. L., Marchant, G. J., Finch, W. H., & Flegge, L. (2017). Student and school SES, gender, strategy use, and achievement. Psychology in the Schools, 54, 1106–1122. https://doi.org/10.1002/pits.22049 Cheung, C. S., & Pomerantz, E. M. (2012). Why does parents’ involvement enhance children’s achievement? The role of parent-oriented motivation. Journal of Educational Psychology, 104, 820–832. https://doi.org/10.1037/a0027183
Cleary, T. J. (Ed.). (2015). Self-regulated learning interventions with at-risk youth: Enhancing adaptability, performance, and well-being. Washington, DC: American Psychological Association.
Cleary, T. J. (2018). The self-regulated learning guide: Teaching students to think in the language of strategies. New York, NY: Routledge.
Cleary, T. J., & Kitsantas, A. (2017). Motivation and self-regulated learning influences on middle school mathematics achievement. School Psychology Review, 46, 88–107. https://doi.org/10.17105/SPR46-1.88-107
Cleary, T. J., Kitsantas, A., Pape, S., & Slemp, J. (2018). Integration of socialization influences and the development of self-regulated learning skills: A social-cognitive perspective. In Liem, G. A. & McInerney, D. M. (Eds.), Big theories revisited (2nd ed., pp. 269–294). Charlotte, NC: Information Age Publishing.
Cleary, T. J., & Platten, P. (2013). Examining the correspondence between self-regulated learning and academic achievement: A case study analysis. Education Research International. https://doi.org/10.1155/2013/272560 Cleary, T. J., Velardi, B., & Schnaidman, B. (2017). Effects of the Self-Regulated Learning Empowerment Program on middle school students’ strategic skills, self-efficacy, and mathematics achievement. Journal of School Psychology, 64, 28–42. https://doi.org/10.1016/j.jsp.2017.04.004
Desautel, D. (2009). Becoming a thinking thinker: Metacognition, self-reflection, and classroom practice. Teachers College Record, 111, 1997–2020.
DiBenedetto, M. K. (Ed.). (2018). Connecting self-regulated learning and performance with instruction across high school content areas. Cham, Switzerland: Springer.
Dignath, C., & Büettner, G. (2008). Components of fostering self-regulated learning among students. A meta-analysis on intervention studies at primary and secondary school level. Metacognition and Learning, 3, 231–264. https://doi.org/10.1007/s11409-008-9029-x Dunlosky, J., Rawson, K., Marsh, E., Nathan, M., & Willingham, D. (2013). Improving students’ learning with effective learning techniques: Promising directions from cognitive and educational psychology. Psychological Science in the Public Interest, 14, 4–58. https://doi.org/10.1177/1529100612453266
Graham, S., & Taylor, A. Z. (2016). Attribution theory and motivation in school. In Wentzel, K. R. & Miele, D. B. (Eds.), Handbook of motivation at school (pp. 11–33). New York, NY: Routledge.
Grolnick, W. S., & Raftery-Helmer, J. N. (2015). Contexts supporting self-regulated learning at school transitions. In Cleary, T. J. (Ed.), Self-regulated learning interventions with at-risk youth: Enhancing adaptability, performance, and well-being (pp. 251–276). Washington, DC: American Psychological Association.
Grolnick, W. S., & Ryan, R. M. (1989). Parent styles associated with children’s self-regulation and competence in school. Journal of Educational Psychology, 81, 143–54. https://doi.org/10.1037/0022-0622.214.171.124
Hadwin, A., & Oshige, M. (2011). Self-regulation, co-regulation, and socially shared regulation: Exploring perspectives of social in self-regulated learning theory. Teachers College Record, 113, 240–264.
Harackiewicz, J. H., Durik, A. M., Barron, K. E., Linnenbrink-Garcia, L., & Tauer, J. M. (2008). The role of achievement goals in the development of interest: Reciprocal relations between achievement goals, interest, and performance. Journal of Educational Psychology, 100, 105–122. https://doi.org/10.1037/0022-06126.96.36.199 Harder, J. T., & Abuhamdieh, A. H. (2015). The role of positive regard in self-regulated learning: An analysis of student evaluation data. Journal of College Teaching and Learning, 12, 109–120. Retrieved from https://files.eric.ed.gov/fulltext/EJ1061376.pdf Lawson, M. J., Vosniadou, S., Van Deur, P., Wyra, M., & Jeffries, D. (2018). Teachers’ and students’ belief systems about the self-regulation of learning. Educational Psychology Review. Advance online publication. https://doi.org/10.1007/s10648-018-9453-7
Linnenbrink-Garcia, L., & Patall, E. A. (2016). Motivation. In Corno, L. & Anderman, E. M. (Eds.), Handbook of educational psychology (3rd ed., pp. 91–103). New York, NY: Routledge.
McFarland, J., Hussar, B., Wang, X., et al. (2018). The condition of education 2018 (NCES 2018–144). US Department of Education. Washington, DC: National Center for Education Statistics. Retrieved from https://nces.ed.gov/pubs2018/2018144.pdf Meece, J. L., Blumenfeld, P. C., & Hoyle, R. H. (1988). Students’ goal orientations and cognitive engagement in classroom activities. Journal of Educational Psychology, 80, 514–523. https://doi.org/10.1037//0022-06188.8.131.524 Merikangas, K. R., He, J. P., Burstein, M., et al. (2010). Lifetime prevalence of mental disorders in US adolescents: Results from the National Comorbidity Survey Replication-Adolescent Supplement (NCS-A). Journal of the American Academy Child Adolescent Psychiatry, 49, 980–989. https://doi.org/10.1016/j.jaac.2010.05.017 Miller, S., Heafner, T., & Massey, D. (2009). High-school teachers’ attempts to promote self-regulated learning: “I may learn from you, yet how do I do it?” The Urban Review, 41, 121–140. https://doi.org/10.1007/s11256-008-0100-3 Patrick, H., Ryan, A. M., & Kaplan, A. (2007). Early adolescents’ perceptions of the classroom social environment, motivational beliefs, and engagement. Journal of Educational Psychology, 99, 83–98. https://doi.org/10.1037/0022-06184.108.40.206 Pressley, M., Borkowski, J., & Schneider, W. (1986). Good information processing: What it is and how education can promote it. International Journal of Educational Research, 13, 857–867. https://doi.org/10.1016/0883-0355(89)90069-4
Reddy, L. A., Newman, E., & Verdesco, A. (2015). Use of self-regulated learning for children with ADHD: Research and practice opportunities. In Cleary, T. J. (Ed.), Self-regulated learning interventions with at-risk youth: Enhancing adaptability, performance, and wellbeing (pp. 15–43). Washington, DC: American Psychological Association.
Sakiz, G., Pape, S. J., & Woolfolk Hoy, A. (2012). Does perceived teacher affective supports matter for middle school students in mathematics classrooms? Journal of School Psychology, 50, 235–255. https://doi.org/10.1016/j.jsp.2011.10.005
Schunk, D. H., & Greene, J. A. (Eds.). (2018). Handbook of self-regulation of learning and performance (2nd ed.). New York, NY: Routledge.
Schunk, D. H., Meece, J. L., & Pintrich, P. R. (2014). Motivation in education: Theory, research, and applications (4th ed.). Upper Saddle River, NJ: Pearson Education.
Schunk, D. H., & Swartz, C. W. (1993). Goals and progress feedback: Effects on self-efficacy and writing achievement. Contemporary Educational Psychology, 18, 337–354. https://doi.org/10.1006/ceps.1993.1024 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, 571–581. https://doi.org/10.1037/0022-06220.127.116.111 Sperling, R. A., Richmond, A. S., Ramsay, C. M., & Klapp, M. (2012). The measurement and predictive ability of metacognition in middle school learners. The Journal of Educational Research, 105, 1–7. https://doi.org/10.1080/00220671.2010.514690
Weinstein, C. E., & Acee, T. W. (2013). Helping college students become more strategic and self-regulated learners. In Bembenutty, H., Cleary, T. J., & Kitsantas, A. (Eds.), Applications of self-regulated learning across disciplines: A tribute to Barry J. Zimmerman (pp. 197–236). Charlotte, NC: Information Age Publishing.
Wentzel, K. R. (2009). Students’ relationships with teachers as motivational contexts. In Wentzel, K. & Wigfield, A. (Eds.), Handbook of motivation at school (pp. 301–322). Mahwah, NJ: Taylor and Francis.
Wentzel, K. R., Battle, A., Russell, S., & Looney, L. (2010). Social supports from teachers and peers as predictors of academic and social motivation. Contemporary Educational Psychology, 35, 193–202. https://doi.org/10.1016/j.cedpsych.2010.03.002
Winne, P. H., & Hadwin, A. F. (1998). Studying as self-regulated learning. In Hacker, D., Dunlosky, J., & Graesser, A. (Eds.), Metacognition in educational theory and practice (pp. 277–304). Hillsdale, NJ: Lawrence Erlbaum.
Zeidner, M., Boekaerts, M., & Pintrich, P. R. (2000). Self-regulation: Directions and challenges for future research. In Boekaerts, M., Pintrich, P. R., & Zeidner, M. (Eds.), Handbook of self-regulation (pp. 749–768). San Diego, CA: Academic Press. https://doi.org/10.1016/B978-0-12-109890-2.X5027-6
Zimmerman, B. J. (2000). Attaining self-regulation: A social cognitive perspective. In Boekarts, M., Pintrich, P., & Zeidner, M. (Eds.), Self-regulation: Theory, research, and applications (pp. 13–39). Orlando, FL: Academic Press.
Zimmerman, B. J. (2008). Goal setting: A key proactive source of academic self-regulation. In Zimmerman, B. J. & Schunk, D. H. (Eds.), Motivation and self-regulated learning: Theory, research, and applications (pp. 267–296). New York, NY: Lawrence Erlbaum Associates.