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44 references
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- Vol 2 RE: Chapter 14, App A, App D
- Vol 2 TE: App B
- Vol 3 RE: Chapter 14
- Vol 4 RE: Chapters 1, 2, 4, 8, 10, 15, 16, 17, 19, 26, 27, App A, App B, App C
- Vol 4 TE: App C
self-regulated learninggoal settingstrategy adaptationself-monitoringhelp seekingtime managementguided practiceJournal article Evidence summaryAt a glance
Zimmerman offers an overview of self-regulated learning as self-generated thoughts, feelings, and behaviours directed toward goals. Self-regulated learners set goals, adapt strategies, monitor progress, manage time and environments, seek assistance, and evaluate outcomes.
Key ideas
The cyclical model has three phases. Forethought covers goal setting, planning, efficacy beliefs, and motivation; performance includes self-control and self-observation; self-reflection includes evaluation, attribution, satisfaction, and decisions shaping the next attempt. Expertise involves strategic adaptation rather than independence from help. The article contrasts effective regulation with difficulties such as vague goals, inaccurate monitoring, defensive attributions, and failure to adjust methods. It reviews theory and evidence rather than testing one classroom programme. Zimmerman stresses that self-regulatory processes can be taught through modelling, guided practice, feedback, and gradual transfer of responsibility.
Why it matters
Educators can support development by making strategies and standards visible, asking students to record process and outcomes, teaching time and environment management, normalising strategic help seeking, and prompting reflection linking results to controllable methods. One questionnaire score cannot capture a process that changes across tasks and contexts.
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- Vol 4 RE: App C
self-regulation theorymetacognitive monitoringco-regulationlearning analyticsstrategy instructionsocially shared regulationmeasurement methodsEdited book Evidence summaryAt a glance
Zimmerman and Schunk’s edited handbook brings together theories, evidence, methods, and applications concerning how learners activate and sustain cognition, affect, motivation, and behaviour toward goals. Its chapters compare social-cognitive, cognitive, metacognitive, motivational, developmental, and socially shared perspectives rather than imposing one definition or mechanism.
Key ideas
Coverage includes the development of regulation, calibration and monitoring, co-regulation, measurement from self-report and traces, learning technologies, individual differences, and applications across academic subjects and performance domains. Contributors also examine how modelling, feedback, strategy instruction, practice, and social contexts can foster regulation. The consistent chapter structure links theoretical propositions with evidence, research needs, and educational implications. Because this is a multidisciplinary edited collection, findings vary in design, population, and strength; the volume is not evidence that a single generic self-regulation programme works everywhere.
Why it matters
Its educational value lies in treating regulation as learnable, situated, and temporally unfolding. Teachers and researchers should specify which phase and process they intend to support, align measures with those processes, combine data sources when possible, and distinguish productive independence from strategic use of peers, teachers, tools, and environments.
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- Vol 4 RE: Chapters 6, 12
metacognitionscience educationconceptual understandingmetacognitive knowledgemetacognitive promptsplanning and monitoringteacher professional developmentJournal article Evidence summaryAt a glance
Zohar and Barzilai systematically analyse 178 peer-reviewed studies of metacognition in science education published from 2000 to 2012.
Key ideas
The review shows that metacognition is increasingly embedded in disciplinary learning and conceptual understanding rather than taught only as a generic skill. Common instructional approaches include prompts, questions, reflection, modelling, and explicit attention to learners’ planning and monitoring. The authors also identify gaps in causal evidence, younger age groups, metacognitive knowledge, and teacher professional development.
Why it matters
For educators, the review supports integrating metacognitive guidance within meaningful subject tasks and making relevant strategies explicit while avoiding claims that one decontextualised routine transfers automatically everywhere.
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- Vol 7 RE: Chapter 5
design-based researchonline discussioncognitive presencelarge-enrolment coursesdiscussion protocolsshared inquiryhigher-order discourseJournal article Evidence summaryAt a glance
Zydney and colleagues use design-based research to refine discussion protocols intended to promote cognitive presence in a large-enrolment online course.
Key ideas
Across iterative implementations, the team examined how structured directions, facilitation supports, and revisions to the protocol influenced students’ progression from exchanging ideas toward integrating and applying knowledge. The study combines course-design intervention with evidence from discussion activity and participant experience, treating the protocol as a design that can be improved in response to observed difficulties. The authors report that purposeful structure can support shared inquiry in settings where scale makes sustained instructor facilitation difficult, but the protocol must balance guidance with enough flexibility for students to develop ideas together. The article is not a systematic review of technology-supported collaboration; it is an empirical design study of online discussion.
Why it matters
Its practical value lies in showing educators how iterative testing, clearer prompts, role expectations, timing, and facilitation cues can strengthen higher-order discourse and cognitive presence in large online classes.
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Edition abbreviations
- TE
- Teacher Edition
- PE
- Practice Edition
- RE
- Research Edition
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