This was the first study to integrate Rosenbaum's concept of learned resourcefulness with Dweck's implicit theories of intelligence in predicting university students' academic self-control behaviour and year-end grades. Rosenbaum highlights the prominent role that learned resourcefulness skills play in promoting mastery responses and goal…

A key challenge for management instructors using graded groupwork with students is to find ways to maximize student learning from group projects while ensuring fair and accurate assessment methods. This article presents the Groupwork Peer-Evaluation Protocol (GPEP) that enables the assessment of individual contributions to graded student…

Although much has been written about fostering self-regulated learning in traditional classroom settings, there has been little that addresses how to facilitate self-regulated learning skills in distributed and online environments. This article will examine some such strategies by specifically focusing on time management. Specific principles for…

The purpose of this study was to explore the effects of embedded strategies on promoting the use of self-regulated learning strategies (SRLS) in an online learning environment. Cognitive strategies, performance control strategies, and self-efficacy strategies among SRLS were employed as embedded strategies into online learning. Thirty-four college…

This article describes how preservice teachers are afforded opportunities for developing self-regulation as they learn to transition to the other side of the desk in their teacher education program. The article focuses on self-regulated learning as it applies to teachers' work in the classroom and distinguishes volitional work styles and student…

The academic dishonesty literature generally focuses on the causes of academic dishonesty, and outlines deterrence strategies, as well as the punishment methods used in formal sanction. Student self-monitoring techniques are becoming a more visible alternative that places greater emphasis on proactive prevention methods as opposed to reactive…

A conceptual framework for assessing student motivation and self-regulated learning in the college classroom is presented. The framework is based on a self-regulatory (SRL) perspective on student motivation and learning in contrast to a student approaches to learning (SAL) perspective. The differences between SRL and SAL approaches are discussed,…

This study administered the Academic Volitional Strategy Inventory to investigate volitional strategies amongst socially anxious college students. Volitional strategies regulate motivation and emotion to aid in the achievement of academic tasks. It was important to examine this phenomenon based upon the premise that socially anxious students have…

This article outlines a motivational/empowerment model for students on academic probation implemented at The University of North Carolina Greensboro (UNCG). The model draws from several theoretical orientations, and includes individual and group interaction as well as discussion in four key topic areas: personal responsibility, positive…

Is adaptive scaffolding effective in facilitating students' ability to regulate their learning of complex science topics with hypermedia? We examined the role of different scaffolding instructional interventions in facilitating students' shift to more sophisticated mental models as indicated by both performance and process data. Undergraduate…

Self-managed learning groups are regularly used in higher education. However, there is little direct evidence as to strategies that can enhance their efficacy, or the factors that influence students' engagement with the process of self-management. If students are expected to manage their out-of-class collaborative learning experiences, then…

The purpose of the present study is to explore how academic self-concept and implicit theories of ability are related to four self-regulation strategies--motivation/diligence, concentration, information processing, and self-handicapping. The hypothesis is that academic self-concept and an incremental theory of ability are (1) positively related to…

The idea of metalearning was originally used by John Biggs (1985) to describe the state of 'being aware of and taking control of one's own learning'. This paper explores the concept through collaborative enquiry involving researchers and higher education teachers. An evolved conception is proposed in which metalearning is a subconcept within…

The purpose of this study was to examine the relationship between academic self-regulation, self-efficacy, and two student self-belief systems, identity style and stage of change, for 210 college students enrolled at a private research university. High scores on the informational identity, contemplation stage, and action stage subscales and low…

This study investigated strategies teachers can use to improve students' use of self-regulated learning strategies in a Web-based setting. SRL is defined as a learner's intentional efforts to manage and direct complex learning activities and is composed of three primary components including cognitive strategy use, metacognitive processing, and…