Investigating Self-Regulation and Motivation: Historical Background, Methodological Developments, and Future Prospects
2008/03/01 by Barry J. Zimmerman · 3,665 citations
Psychology · Social Sciences · #Computer science #Educational Strategies and Epistemologies #Feeling #Formative assessment #Innovative Teaching and Learning Methods #Mathematics education #Online and Blended Learning #Psychology #Social psychology #Think aloud protocol
paper · doi:10.3102/0002831207312909
published in American Educational Research Journal 45(1), 166-183 (SAGE Publishing)
openalex publication_date 2008/03/01 · openalex created_date 2025/10/10 · openalex updated_date 2026/08/05
Abstract
The topic of how students become self-regulated as learners has attracted researchers for decades. Initial attempts to measure self-regulated learning (SRL) using questionnaires and interviews were successful in demonstrating significant predictions of students’ academic outcomes. The present article describes the second wave of research, which has involved the development of online measures of self-regulatory processes and motivational feelings or beliefs regarding learning in authentic contexts. These innovative methods include computer traces, think-aloud protocols, diaries of studying, direct observation, and microanalyses. Although still in the formative stage of development, these online measures are providing valuable new information regarding the causal impact of SRL processes as well as raising new questions for future study.
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