IMPACT OF READING HABITS OF STUDENTS ON THE SELF REGULATED LEARNING AT UNIVERSITY LEVEL

http://dx.doi.org/10.31703/grr.2021(VI-II).19      10.31703/grr.2021(VI-II).19      Published : Jun 2
Authored by : Muhammad Naveed Khalid , Shahbaz Ahmad , Anees-ul-Hasnain Shah

19 Pages : 160-167

References

  • Aksan, N. (2009). A descriptive study epistemological beliefs and self-regulated learning. Proccedia Social and Behavioral Sciences, 54(1), 896-901.
  • Aydın, S., & Atalay, T. D. (2015). Self-regulated learning. Ankara: Pegem Akademi.
  • Baker, L. (2002). Metacognition in Comprehension Instruction. In Comprehension Instruction Research- Based Best Practices, edited by C.C. Block and M. Pressley. New York: The Guilford Press
  • Bandura, A. (1986). Social Foundation of Thought and Action. New Jersey: Prentice-Hall Regents.
  • Bibi, A., Naseer, N., & Habib, Z. (2020). Study Habits of Students and Academic Achievement: A Correlational Study. Global Educational Studies Review, V(III), 114-122. https://doi.org/10.31703/gesr.2020(V-III).
  • Boekaerts, M., & Corno, L. (2005). Self-regulation in the classroom: A perspective on assessment and intervention. Applied Psychology: An International Review, 54(2), 199-231.
  • Bouffard-Bouchard, T., Parent, S., & Larivee, S. (1991). Influence of self-efficacy on self- regulation and performance among junior and senior high-school-age students. International Journal of Behavior Development, 14, 153-164.
  • Brown, R. (2002). Straddling Two Worlds: Self- directed Comprehension Instruction for Middle Schoolers. In Comprehension Instruction Research- Based Best Practices, edited by C.C. Block and M. Pressley. New York: The Guilford Press.
  • Clarebout, G., Horz, H., & Schnotz, W. (2010). The relations between self-regulation and the embedding of support in learning environments. Educational Technology Research and Development, 58(5), 573-587.
  • Crede, M., & Kuncel, N. R. (2008). Study habits, skills, and attitudes: The third pillar supporting collegiate academic performance. Perspectives on psychological science.
  • Eker, C. (2012). Educational effect of the diaries on the self-regulation strategies. Doctoral of dissertation, Abant Izzet Baysal University, Bolu.
  • Elstad, E., & Turmo, A. (2010). Students' self- regulation and teacher's influence in science: Interplay between ethnicity and gender. Research in Science & Technological Education, 28(3), 249- 260.
  • Harris, K., & Graham, S. (1999). Programmatic intervention research: Illustrations from the evolution of self-regulated strategy development. Learning Disability Quarterly, 22, 251-262.
  • Harvey, S., & Goudvis, A. (2007). Strategies that work: Teaching comprehension for understanding and engagement. Portland, ME: Stenhouse Publishers.
  • Hofer, B. K., Yu, S. L., & Pintrich, P. R. (1998). Teaching college students to be self-regulated learners. In B. J. Zimmerman and D.H. Schunk (Eds.), Self- regulated learning from teaching to self-reflective practice (pp.57-85). London: Guilford Press.
  • Kayıran, B. K. (2014). The effects of self-regulated learning on the academic achievement of reading comprehension, self-regulatory skills and reading strategies. Doctoral of dissertation, Çukurova University, Adana.
  • Kurman, J. (2001). Self-regulation strategies in achievement settings: Culture and gender differences. Journal of Cross-Cultural Psychology, 32(4), 491-503.
  • Labuhn, A. S., Zimmerman, B. J., & Hasselhorn, M. (2010). Enhancing students' selfregulation and mathematics performance: The influence of feedback and self-evaluative standards Metacognition and Learning, 5 (2), 173-194.
  • Pajares, F. (2008). Motivational role of self-efficacy beliefs in self-regulated learning. In D. H. Schunk & B. J. Zimmerman (Eds.), Motivation and self- regulated learning: Theory, research and applications (pp. 111-139). New York: Erlbaum
  • Pintrich, P. (2000). Multiple goals, multiple pathways: The role of goal orientation in learning and achievement. Journal of Educational Psychology, 92, 544-555.
  • Pintrich, P. R. (1993). The role of motivation in promoting and sustaining self- regulated learning. International Journal of Educational Research, 31(2), 459-470.
  • Pintrich, P. R., & E. V. De Groot. (1990). Motivational and Self-regulated Learning Components of Classroom Academic Performance. Journal of Educational Psychology, 82(1) 33-38.
  • Pintrich, P., & Wolters, C. (1998). Self-regulated learning and college students' regulation of motivation. Journal of Educational Psychology, 90, 224-235
  • Schraw, G., & Moshman, D. (1995). Metacognitive theories. Educational Psychology Review, 7(4), 351-371.
  • Schraw, G., Crippen, K., & Hartley, K. (2006). Promoting self-regulation in science education: metacognition as part of a broader perspective on learning. Research in Science Education, 36, 111-139
  • Schunk, D. H. (2009). Learning theories, from an educational perspective. Ankara:Nobel Yayın Dağıtım.
  • Shunk, D. (1996). Goal and self-evaluative influences during children's cognitive skill learning. American Educational Research Journal, 33, 359- 382.
  • Soureshjani, K. (2011). Self-Regulation and Motivation reconsideration through Persian EFL Learners' Writing Achievement. Journal of Research Humanities, 11, 55-80.
  • Souvignier, E., & Mokhlesgerami, J. (2006). Using self-regulation as a framework for implementing strategy instruction to foster reading comprehension. Learning and Instruction, 16, 57- 71.
  • Winne, P. H., & Perry, N. E. (2000). Measuring Self-regulated Learning. In Handbook of Self- regulation, edited by M. Boekaerts, P.R. Pintrich and M. Zeidner. San Diego: Academic Press.
  • Winne, P. H., & Stockley, D. B. (1998). Computing Technologies as Sites for Developing Self- regulated Learning. In Self-regulated Learning. From Teaching to Self-reflective Practice, edited by D. H. Schunk and B. J. Zimmermann. New York: The Guilford Press.
  • Zimmerman, B. J. & M. Martinez-Pons. (1986). Development of a Structured Interview for Assessing Students' Use of Self-regulated Learning Strategies. American Educational Research Journal, 23, 614-628.
  • Zimmerman, B. J. (1989). A Social Cognitive View of Self-regulated Academic Learning. Journal of Educational Psychology, 81(3), 329-339.
  • Zimmerman, B. J. (2008). Investigating Self- Regulation and Motivation: Historical Background, Methodological Developments, and Future Prospects. American Educational Research Journal, 45(1), 166-183. https://doi.org/10.3102/0002831207312909
  • Zimmerman, B. J., & Martines Pons, M. (1986). Construct validation of a strategy model of student self-regulated learning. Journal of Educational Psychology, 80, 284-290
  • Zimmerman, B. J., & Martinez-Pons, M. (1990). Student differences in self-regulated learning: Relating grade, sex, and giftedness to self- efficacy and strategy use. Journal of Educational Psychology, 82, 51-59.
  • Zimmerman, B. J., & Schunk, D. H. (2008). Motivation: An essential dimension of self- regulated learning. In D. H. Schunk & B. J. Zimmerman (Eds.), Motivation and self -regulated learning: Theory, research, and applications (pp. 1−30). New York: Laurence Erlbaum.
  • Zimmerman, B.J. (2002). Becoming self-regulated learner: an overview. Theory into practice journal, 41(2), 317-325.
  • Aksan, N. (2009). A descriptive study epistemological beliefs and self-regulated learning. Proccedia Social and Behavioral Sciences, 54(1), 896-901.
  • Aydın, S., & Atalay, T. D. (2015). Self-regulated learning. Ankara: Pegem Akademi.
  • Baker, L. (2002). Metacognition in Comprehension Instruction. In Comprehension Instruction Research- Based Best Practices, edited by C.C. Block and M. Pressley. New York: The Guilford Press
  • Bandura, A. (1986). Social Foundation of Thought and Action. New Jersey: Prentice-Hall Regents.
  • Bibi, A., Naseer, N., & Habib, Z. (2020). Study Habits of Students and Academic Achievement: A Correlational Study. Global Educational Studies Review, V(III), 114-122. https://doi.org/10.31703/gesr.2020(V-III).
  • Boekaerts, M., & Corno, L. (2005). Self-regulation in the classroom: A perspective on assessment and intervention. Applied Psychology: An International Review, 54(2), 199-231.
  • Bouffard-Bouchard, T., Parent, S., & Larivee, S. (1991). Influence of self-efficacy on self- regulation and performance among junior and senior high-school-age students. International Journal of Behavior Development, 14, 153-164.
  • Brown, R. (2002). Straddling Two Worlds: Self- directed Comprehension Instruction for Middle Schoolers. In Comprehension Instruction Research- Based Best Practices, edited by C.C. Block and M. Pressley. New York: The Guilford Press.
  • Clarebout, G., Horz, H., & Schnotz, W. (2010). The relations between self-regulation and the embedding of support in learning environments. Educational Technology Research and Development, 58(5), 573-587.
  • Crede, M., & Kuncel, N. R. (2008). Study habits, skills, and attitudes: The third pillar supporting collegiate academic performance. Perspectives on psychological science.
  • Eker, C. (2012). Educational effect of the diaries on the self-regulation strategies. Doctoral of dissertation, Abant Izzet Baysal University, Bolu.
  • Elstad, E., & Turmo, A. (2010). Students' self- regulation and teacher's influence in science: Interplay between ethnicity and gender. Research in Science & Technological Education, 28(3), 249- 260.
  • Harris, K., & Graham, S. (1999). Programmatic intervention research: Illustrations from the evolution of self-regulated strategy development. Learning Disability Quarterly, 22, 251-262.
  • Harvey, S., & Goudvis, A. (2007). Strategies that work: Teaching comprehension for understanding and engagement. Portland, ME: Stenhouse Publishers.
  • Hofer, B. K., Yu, S. L., & Pintrich, P. R. (1998). Teaching college students to be self-regulated learners. In B. J. Zimmerman and D.H. Schunk (Eds.), Self- regulated learning from teaching to self-reflective practice (pp.57-85). London: Guilford Press.
  • Kayıran, B. K. (2014). The effects of self-regulated learning on the academic achievement of reading comprehension, self-regulatory skills and reading strategies. Doctoral of dissertation, Çukurova University, Adana.
  • Kurman, J. (2001). Self-regulation strategies in achievement settings: Culture and gender differences. Journal of Cross-Cultural Psychology, 32(4), 491-503.
  • Labuhn, A. S., Zimmerman, B. J., & Hasselhorn, M. (2010). Enhancing students' selfregulation and mathematics performance: The influence of feedback and self-evaluative standards Metacognition and Learning, 5 (2), 173-194.
  • Pajares, F. (2008). Motivational role of self-efficacy beliefs in self-regulated learning. In D. H. Schunk & B. J. Zimmerman (Eds.), Motivation and self- regulated learning: Theory, research and applications (pp. 111-139). New York: Erlbaum
  • Pintrich, P. (2000). Multiple goals, multiple pathways: The role of goal orientation in learning and achievement. Journal of Educational Psychology, 92, 544-555.
  • Pintrich, P. R. (1993). The role of motivation in promoting and sustaining self- regulated learning. International Journal of Educational Research, 31(2), 459-470.
  • Pintrich, P. R., & E. V. De Groot. (1990). Motivational and Self-regulated Learning Components of Classroom Academic Performance. Journal of Educational Psychology, 82(1) 33-38.
  • Pintrich, P., & Wolters, C. (1998). Self-regulated learning and college students' regulation of motivation. Journal of Educational Psychology, 90, 224-235
  • Schraw, G., & Moshman, D. (1995). Metacognitive theories. Educational Psychology Review, 7(4), 351-371.
  • Schraw, G., Crippen, K., & Hartley, K. (2006). Promoting self-regulation in science education: metacognition as part of a broader perspective on learning. Research in Science Education, 36, 111-139
  • Schunk, D. H. (2009). Learning theories, from an educational perspective. Ankara:Nobel Yayın Dağıtım.
  • Shunk, D. (1996). Goal and self-evaluative influences during children's cognitive skill learning. American Educational Research Journal, 33, 359- 382.
  • Soureshjani, K. (2011). Self-Regulation and Motivation reconsideration through Persian EFL Learners' Writing Achievement. Journal of Research Humanities, 11, 55-80.
  • Souvignier, E., & Mokhlesgerami, J. (2006). Using self-regulation as a framework for implementing strategy instruction to foster reading comprehension. Learning and Instruction, 16, 57- 71.
  • Winne, P. H., & Perry, N. E. (2000). Measuring Self-regulated Learning. In Handbook of Self- regulation, edited by M. Boekaerts, P.R. Pintrich and M. Zeidner. San Diego: Academic Press.
  • Winne, P. H., & Stockley, D. B. (1998). Computing Technologies as Sites for Developing Self- regulated Learning. In Self-regulated Learning. From Teaching to Self-reflective Practice, edited by D. H. Schunk and B. J. Zimmermann. New York: The Guilford Press.
  • Zimmerman, B. J. & M. Martinez-Pons. (1986). Development of a Structured Interview for Assessing Students' Use of Self-regulated Learning Strategies. American Educational Research Journal, 23, 614-628.
  • Zimmerman, B. J. (1989). A Social Cognitive View of Self-regulated Academic Learning. Journal of Educational Psychology, 81(3), 329-339.
  • Zimmerman, B. J. (2008). Investigating Self- Regulation and Motivation: Historical Background, Methodological Developments, and Future Prospects. American Educational Research Journal, 45(1), 166-183. https://doi.org/10.3102/0002831207312909
  • Zimmerman, B. J., & Martines Pons, M. (1986). Construct validation of a strategy model of student self-regulated learning. Journal of Educational Psychology, 80, 284-290
  • Zimmerman, B. J., & Martinez-Pons, M. (1990). Student differences in self-regulated learning: Relating grade, sex, and giftedness to self- efficacy and strategy use. Journal of Educational Psychology, 82, 51-59.
  • Zimmerman, B. J., & Schunk, D. H. (2008). Motivation: An essential dimension of self- regulated learning. In D. H. Schunk & B. J. Zimmerman (Eds.), Motivation and self -regulated learning: Theory, research, and applications (pp. 1−30). New York: Laurence Erlbaum.
  • Zimmerman, B.J. (2002). Becoming self-regulated learner: an overview. Theory into practice journal, 41(2), 317-325.

Cite this article

    APA : Khalid, M. N., Ahmad, S., & Shah, A. (2021). Impact of Reading Habits of Students on the Self- regulated Learning at University Level. Global Regional Review, VI(II), 160-167. https://doi.org/10.31703/grr.2021(VI-II).19
    CHICAGO : Khalid, Muhammad Naveed, Shahbaz Ahmad, and Anees-ul-Hasnain Shah. 2021. "Impact of Reading Habits of Students on the Self- regulated Learning at University Level." Global Regional Review, VI (II): 160-167 doi: 10.31703/grr.2021(VI-II).19
    HARVARD : KHALID, M. N., AHMAD, S. & SHAH, A. 2021. Impact of Reading Habits of Students on the Self- regulated Learning at University Level. Global Regional Review, VI, 160-167.
    MHRA : Khalid, Muhammad Naveed, Shahbaz Ahmad, and Anees-ul-Hasnain Shah. 2021. "Impact of Reading Habits of Students on the Self- regulated Learning at University Level." Global Regional Review, VI: 160-167
    MLA : Khalid, Muhammad Naveed, Shahbaz Ahmad, and Anees-ul-Hasnain Shah. "Impact of Reading Habits of Students on the Self- regulated Learning at University Level." Global Regional Review, VI.II (2021): 160-167 Print.
    OXFORD : Khalid, Muhammad Naveed, Ahmad, Shahbaz, and Shah, Anees-ul-Hasnain (2021), "Impact of Reading Habits of Students on the Self- regulated Learning at University Level", Global Regional Review, VI (II), 160-167
    TURABIAN : Khalid, Muhammad Naveed, Shahbaz Ahmad, and Anees-ul-Hasnain Shah. "Impact of Reading Habits of Students on the Self- regulated Learning at University Level." Global Regional Review VI, no. II (2021): 160-167. https://doi.org/10.31703/grr.2021(VI-II).19