Interrelationships Among Self-Regulated Learning Processes: Toward a Dynamic Process-Based Model of Self-Regulated Learning (Record no. 53324)
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| 000 -LEADER | |
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| fixed length control field | 02340nam a2200217 4500 |
| 003 - CONTROL NUMBER IDENTIFIER | |
| control field | OSt |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20200107163457.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION | |
| fixed length control field | 200107b ||||| |||| 00| 0 eng d |
| 100 ## - MAIN ENTRY--PERSONAL NAME | |
| Personal name | Hardy, III, Jay H. |
| 9 (RLIN) | 35657 |
| 245 ## - TITLE STATEMENT | |
| Title | Interrelationships Among Self-Regulated Learning Processes: Toward a Dynamic Process-Based Model of Self-Regulated Learning |
| 300 ## - PHYSICAL DESCRIPTION | |
| Extent | 3146-3175 p. |
| 440 ## - SERIES STATEMENT/ADDED ENTRY--TITLE | |
| Title | Jouirnal of Management |
| Volume number/sequential designation | Vol 45(8) |
| 9 (RLIN) | 35658 |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc | Self-regulation and learning are fundamentally dynamic phenomena that occur at the within-person level and unfold over time. However, the majority of the extant empirical research on self-regulated learning has been conducted at the between-person level, which can obscure the true nature of interrelationships among self-regulatory mechanisms. In the present study, we seek to advance a more nuanced view of the role of self-regulation in modern training and development by presenting a novel theoretical perspective that integrates cognitive, motivational, and behavioral mechanisms central to the literature on active learning with the more dynamic theoretical principles and mechanisms underlying stage-based cognitive models of skill acquisition. Hypotheses derived from this model were tested in a laboratory study with 305 participants who practiced a dynamic computer game involving strong cognitive and perceptual-motor demands. Bivariate cross-lagged latent growth models generally supported the proposed model, revealing systematic trends over the course of practice consistent with a series of iterative, bidirectional, and self-correcting reciprocal interrelationships among self-efficacy, metacognition, exploratory behavior, and practice performance. Collectively, these findings suggest that strong positive interrelationships among self-regulated learning variables at the between-person level may, in some cases, actually belie the true nature of their functional effects. Implications for theory and practice are discussed. |
| 653 ## - INDEX TERM--UNCONTROLLED | |
| Uncontrolled term | training and development, |
| Uncontrolled term | growth/longitudinal modeling |
| Uncontrolled term | motivation |
| 700 ## - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Day, Eric Anthony |
| 9 (RLIN) | 35659 |
| Personal name | Steele, Logan M. |
| 9 (RLIN) | 34921 |
| 773 0# - HOST ITEM ENTRY | |
| Host Biblionumber | 29017 |
| Host Itemnumber | 78120 |
| Main entry heading | DEBORAH E. RUPP |
| Place, publisher, and date of publication | WEST LAFAYETTE SAGE PUBLICATION 2012 |
| Other item identifier | 55511387 |
| Title | JOURNAL OF MANAGEMENT |
| International Standard Serial Number | 0149-2063 |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) | |
| Source of classification or shelving scheme | Dewey Decimal Classification |
| Koha item type | Journal Article |
| Withdrawn status | Lost status | Source of classification or shelving scheme | Damaged status | Not for loan | Home library | Current library | Date acquired | Total Checkouts | Full call number | Barcode | Date last seen | Price effective from |
|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Dewey Decimal Classification | Main Library | Main Library | 07/01/2020 | Vol 45, Issue 8/ 55511387JA4 | 55511387JA4 | 07/01/2020 | 07/01/2020 |