Öz düzenleyici öğrenme stratejileri ve öz yeterlik inancının İngilizce öğrenme başarısını yordamadaki rolü

Year 2022, , 74 - 92, 30.04.2022

Sinan Zorlu , Gülsen Ünver

https://doi.org/10.19128/turje.841709

Cited By: 3

Abstract

Öz düzenlemenin ve öz yeterlik inancının İngilizce öğrenme edinimleri üzerinde büyük bir önemi vardır. Bu araştırmanın konusunu öz düzenleyici öğrenme stratejileri ve İngilizce öz yeterlik inancının İngilizce ders başarısını anlamlı düzeyde yordayıp yordamadığı oluşturmuştur. Mesleki ve Teknik Anadolu Liselerinde öğrenim gören 542 dokuzuncu sınıf öğrencisi araştırmanın örneklemini oluşturmuştur. Araştırmanın verileri Öz Düzenleyici Öğrenme Stratejileri Ölçeği, İngilizce ile ilgili Öz Yeterlik İnancı Ölçeği ve İngilizce Dersi Başarı Testi uygulanarak toplanmıştır. İngilizce öz yeterlik inancı ve öz düzenleyici öğrenme stratejileri ile İngilizce Dersi başarısı arasında anlamlı ilişki olup olmadığının tespiti için Pearson Korelasyon Analizi yapılmıştır. İngilizce öz yeterlik inançları ile öz düzenleyici öğrenme stratejilerinin İngilizce dersi başarısını yordama durumunu belirlemek için Basit ve Çoklu Doğrusal Regresyon Analizleri yapılmıştır. Öz düzenleyici öğrenme stratejilerinin ve İngilizce öz yeterlik inancının İngilizce başarısını açıklamada anlamlı birer yordayıcı değişken oldukları bulunmuştur. İngilizce öz yeterlik inancının (R2 = 0,24) İngilizce başarısını yordama gücünün, öz düzenleyici öğrenme stratejilerine (R2 = 0,04) göre daha yüksek olduğu saptanmıştır. Dolayısıyla öğrencilerin İngilizce dersindeki başarılarının yükselmesi için İngilizceye yönelik öz yeterlik algılarının ve öz düzenleme becerilerinin gelişmesi için çalışmalar yapılabilir. Bu araştırma, daha geniş bir çalışma evreni ile bölgesel veya ulusal çapta tekrarlanabilir.

Keywords

İngilizce dersi başarısı, İngilizce öz yeterlik inancı, Mesleki eğitim, Öz düzenleyici öğrenme stratejileri

Predictive roles of self-regulatory learning strategies and self-efficacy beliefs on English language learning achievement

Abstract

The self-regulation and self-efficacy beliefs have a major effect on English language learning achievement. This study examines if self-regulatory learning strategies and English self-efficacy beliefs significantly predicted learning achievement in learning English. 542 ninth grade students studying at ten different Vocational and Technical Anatolian High Schools formed the sample. Data were gathered through the Self-Regulatory Learning Strategies Scale, the English Self-Efficacy Beliefs Scale and the ninth grade English Achievement Test. Pearson Correlation Analysis was applied to describe the relation between English self-efficacy beliefs and self-regulatory learning strategies and the students’ learning achievement in English. Simple and Multiple Linear Regression Analysis was used to analyze the predictive role of self-regulatory learning strategies and English self-efficacy beliefs on learning achievement in learning English. Self-regulatory learning strategies and English self-efficacy were determined to be significant predictive variables in explaining English achievement. But also students’ English self-efficacy beliefs (R2 = .24) was found to be a more powerful predictor of explaining English achievement than self-regulatory strategies (R2 = .04). Therefore, studies can be carried out to improve students’ self-efficacy perceptions and self-regulation skills towards English in order to increase their success in English lessons. This research can be replicated regionally or nationally with a wider study population.

Keywords

English self-efficacy belief, Learning achievement in English, Self-regulatory learning strategies, Vocational education

References

• Acat, B., & Demiral, S. (2002). Türkiye’de yabancı dil öğreniminde motivasyon kaynakları ve sorunları [Sources of motivation and problems in learning foreign language in Turkey]. Educational Administration: Theory and Practice, 31, 312-329.
• Adıgüzel, A., & Orhan, A. (2017). The relation between English learning students’ levels of self-regulation and metacognitive skills and their English academic achievements. Journal of Education and Practice, 8(9), 115-125.
• Aktaş, N. (2016). Lise öğrencilerinin motivasyon kaynakları ve karar verme stratejileri [Motivation resources and decision making strategies of high school students] (Unpublished master’s thesis). Adnan Menderes University.
• Akyol, N. (2017). Lise öğrencilerinin yabancı dile yönelik kalıplaşmış düşünceleri ve yabancı dil özyeterlik algılarının çeşitli değişkenler açısından incelenmesi [Investigation of high school students’ stereotyped thoughts about foreign language and English self-efficacy perceptions in terms of some variables] (Unpublished master’s thesis). Afyon Kocatepe University.
• Alagöz, T. (2016). Institute of social sciences a study on Vocational and Technical Anatolian High School students’ motivational orientations and use of self-regulated learning strategies in language learning (Unpublished master’s thesis). Çağ University.
• Alfian, L. (2016). The application of language learning strategies of high school students in Indonesia. Indonesian Journal of English Education 3(2), 140-157. http://dx.doi.org/10.15408/ijee.v3i2.5509
• Altay, B. (2013). İngilizce öğrenme sürecinde bilişsel farkındalık, dil öğrenme stratejileri, eleştirel düşünme ve öz-düzenleme becerileri arasındaki ilişkinin incelenmesi [Investigation on the relationship among metacognitive awareness, language learning strategies, critical thinking and self-regulation skills in the process of learning English] (Unpublished master’s thesis). Adnan Menderes University.
• Amini, D., Anhari, M. H., & Ghasemzadeh, A. (2020). Modeling the relationship between metacognitive strategy awareness, self-regulation and reading proficiency of Iranian EFL learners. Cogent Education, 7(1), 1787018. https://doi.org/10.1080/2331186X.2020.1787018
• Bademcioğlu, M., Karataş, H., & Ergin, A. (2017). The prediction of undergraduates’ self-regulation strategies, motivational beliefs, attitudes towards English, and speaking anxiety on foreign language classroom anxiety. Journal of Human Sciences, 14(1), 571-586.
• Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191-215. https://doi.org/10.1037/0033-295X.84.2.191
• Bandura, A. (1982). Self-efficacy mechanism in human agency. American Psychologist, 37(2), 122-147. https://doi.org/10.1037/0003-066X.37.2.122
• Bandura, A. (1986). Social foundations of thought and action. Prentice-Hall.
• Bandura, A. (1994). Self-efficacy. In V. S. Ramachaudran (Ed.), Encyclopedia of human behavior (Vol. 4, pp. 71-81). Academic Press. (Reprinted in H. Friedman [Ed.], Encyclopedia of mental health. Academic Press, 1998).
• Bandura, A. (1997). Self-efficacy: The exercise of control. Freeman.
• Berberoğlu, G., & Kalender, İ. (2005). Öğrenci başarısının yıllara, okul türlerine, bölgelere göre incelenmesi: ÖSS ve PISA analizi [Investigation of student achievement across years, school types and regions: the SSE and PISA analysis]. Educational Science and Practice, 4(7), 21-35.
• Bilican, R., & Yeşilbursa, A. A. (2015). Self-regulated capacity for vocabulary learning in Turkish high school students: An experimental study. Procedia - Social and Behavioral Sciences, 197, 83-87. https://doi.org/10.1016/j.sbspro.2015.07.393
• Bozkurt, M. A. (2017). Lise öğrencilerinin İngilizce dersi ile ilgili özyeterlik inançlarının ölçülmesi (Sakarya ili Kaynarca ilçesi örneği) [Surveying the high school students' English lesson self efficacy (Sakarya district sample)] (Unpublished master’s thesis). Sakarya Universtiy.
• Büyükduman, F. İ. (2006). İngilizce öğretmen adaylarının İngilizce ve öğretmenlik becerilerine ilişkin öz-yeterlik inançları arasındaki ilişki [The relationship between teaching self efficacy and self efficacy in using English as a foreign language of pre-service English teachers] (Unpublished master’s thesis). Yıldız Teknik University.
• Büyüköztürk, Ş. (2016). Sosyal bilimler için veri analizi el kitabı [Manual of data analysis for social sciences]. Pegem Akademi.
• Cadima, J., Gamelas, A. M., McClelland, M., & Peixoto, C. (2015). Associations between early family risk, children’s behavioral regulation, and academic achievement in Portugal. Early Education and Development, 26(5-6), 708-728. https://doi.org/10.1080/10409289.2015.1005729
• Center for Measurement, Selection and Placement. (2010). 2010-Lisans yerleştirme sınavları: Sayısal bilgiler [2010-Undergraduate placement exams: Numerical information]. https://www.osym.gov.tr/TR,3088/2010-kpss-lisans-sayisal-bilgiler.html
• Center for Measurement, Selection and Placement. (2012). 2012-Lisans yerleştirme sınavları: Sayısal bilgiler [2012-Undergraduate placement exams: Numerical information]. https://www.osym.gov.tr/Eklenti/193,2012-lyssayisalbilgiler23072012pdf.pdf?0
• Center for Measurement, Selection and Placement. (2015). 2015-Lisans yerleştirme sınavları: Sayısal bilgiler [2015-Undergraduate placement exams: Numerical information]. https://dokuman.osym.gov.tr/pdfdokuman/2015/LYS/2015LYSSAYISALBILGILER30062015.pdf
• Center for Measurement, Selection and Placement. (2016). 2016-Lisans yerleştirme sınavları: Sayısal bilgiler [2016-Undergraduate placement exams: Numerical information]. https://dokuman.osym.gov.tr/pdfdokuman/2016/LYS/LYSSayisalBilgiler19072016.pdf
• Center for Measurement, Selection and Placement. (2019). 2019 Yükseköğretim kurumları sınavı: Sayısal bilgiler [2019 Higher education institutions exam: Numerical information]. https://dokuman.osym.gov.tr/pdfdokuman/2019/YKS/sayisalbilgiler18072019.pdf
• Chemers, M. M., Hu, L. T., & Garcia, B. F. (2001). Academic self-efficacy and first year college student performance and adjustment. Journal of Educational Psychology, 93(1), 55-64. https://doi.org/10.1037/0022-0663.93.1.55
• Cohen, L., Manion, L., & Morrison, K. (2018). Research methods in education (8th ed.). Routledge.
• Demirpolat, B. (2015). Türki̇ye’ni̇n yabancı di̇l öğreti̇mi̇yle imti̇hanı [The test of Turkey with foreign language education]. Analiz, 131, 5-18.
• Duman, B. A. (2007). Lise öğrencilerinin İngilizceye yönelik öz yeterlik algı puanlarının cinsiyete, alanlara ve farklı düzeylere göre İngilizce başarısını yordama gücü [Predictive power of high school students' self-efficacy beliefs about English on their English performance due to gender, range and grade] (Unpublished master’s thesis). Yıldız Teknik University.
• Effeney, A., Effeney, G., Carroll, A., & Bahr, N. (2013). Self-regulated learning: Key strategies and their sources in a sample of adolescent males. Australian Journal of Educational & Developmental Psychology, 13, 58-74. https://doi.org/10.1080/01443410.2013.785054
• EF English Proficiency Index. (2014). EF EPI Index 2014. http://media.ef.com/__/~/media/centralefcom/epi/v7/downloads/full-reports/ef-epi-2017-english.pdf
• Field, A. (2005). Discovering statistics using SPSS (2nd ed.). Sage.
• Golden, S. (2003). Self-efficacy: How does it influence academic success. Adult Learning, 14(3), 14-16. https://doi.org/10.1177/104515950301400305
• Gömleksiz, M. N., & Kılınç, H. H. (2014). Li̇se 12. Sınıf öğrenci̇leri̇ni̇n İngi̇li̇zce öz-yeterli̇k inançlarina ili̇şki̇n görüşleri̇ [High school 12th grade students’ beliefs of self-efficacy in English]. Fırat University Journal of Social Sciences, 24(2), 43-60.
• Gözüm, E., & Başbay, A. (2019). English self-efficacy beliefs and english academic achievement based on language learning strategies. Journal of Language Education and Research, 5(1), 12-29. https://doi.org/10.31464/jlere.436420
• Güç, F. (2019). Self-efficacy beliefs of EFL learners and relationship between self-efficacy and academic achievement (Unpublished master’s thesis). Pamukkale University.
• Haladyna, T. M. (2004). Developing and validating multiple-choice test items (3rd ed.). Lawrence Erlbaum Associates.
• Hancı Yanar, B., & Bümen, N. T. (2012). İngilizce ile İlgili Özyeterlik İnancı Ölçeğinin geliştirilmesi [Developing a Self-Efficacy Scale For English]. Kastamonu Education Journal, 20(1), 97-110.
• Hopkins, K. D., Stanley, J. C., & Hopkins, B. R. (1990). Educational and psychological measurement and evaluation (7th ed.). Prentice Hall.
• Huang, S. C., & Chang, S. F. (1996). Self-efficacy of English as a second language learner: An example of four learners (ED396536). ERIC. https://files.eric.ed.gov/fulltext/ED396536.pdf
• Ifenthaler, D. (2012). Determining the effectiveness of prompts for self-regulated learning in problem-solving scenarios. Educational Technology & Society, 15(1), 38-52.
• Iwaniec, J. (2020). The effects of parental education level and school location on language learning motivation. The Language Learning Journal, 48(4), 427-441. https://doi.org/10.1080/09571736.2017.1422137
• Kadıoğlu, C., Uzuntiryaki, E., & Çapa Aydın, Y. (2011). Development of self-regulatory strategies scale (SRSS). Education and Science, 36(160), 11-23.
• Karakış, Ö. (2014). Lise öğrencilerinin İngilizce dersine yönelik kaygıları, motivasyonları, öz-yeterlik algıları ve İngilizce ders başarıları arasındaki ilişki [The relationship between high school students’ anxiety, motivation, self-efficacy perceptions and English course success] (Unpublished master’s thesis). Abant İzzet Baysal University.
• Karasar, N. (2012). Bilimsel araştırma yöntemleri [Scientific Research Methods]. Nobel.
• Keyser, V., & Barling, J. (1981). Determinants of children’s self-efficacy beliefs in an academic environment. Cognitive Theory and Research, 5, 29-40. https://doi.org/10.1007/BF01172324
• Kılıç, Ş. (2016). İngilizce okuma ve yazma becerilerinin geliştirilmesinde öz-düzenlemeye dayalı öğretimin etkililiği [Effectiveness of self-regulation based teaching in the development of reading and writing skills in English] (Unpublished doctoral dissertation). Abant İzzet Baysal University.
• Kineş, M. (2018). The correlation between EFL high school students’ language learning strategies and their self-efficacy beliefs about English (Unpublished master’s thesis). Çağ University.
• Kitikanan, P. (2017). The Relationship between English self-efficacy and English learning achievement of L2 Thai learners. Language Education and Acquisition Research Network (LEARN) Journal, 10(1), 149-164.
• Klassen, R. M. (2004). Optimism and realism: A review of self-efficacy from a cross-cultural perspective. International Journal of Psychology, 39, 205-230. https://doi.org/10.1080/00207590344000330
• Kuder, G. F., & Richardson, M. W. (1937). The theory of the estimation of reliability. Psychometrika, 2, 151-160.
• Kuyumcu Vardar, A. K., & Arsal, Z. (2014). Öz-düzenleme stratejileri öğretiminin öğrencilerin İngilizce başarılarına ve tutumlarına etkisi [The Effect of self-regulated learning strategies instruction on students’ English achievement and attitude]. Journal of Mother Tongue Education, 2(3), 32-52.
• Lane, J., & Lane, A. (2001). Self-efficacy and academic performance. Social Behavior and Personality: An International Journal, 29, 687-694. https://doi.org/10.2224/sbp.2001.29.7.687
• Lenes, R., McClellandb, M. M., ten Braaka, D., Idsøea, T., & Størksena, I. (2020). Direct and indirect pathways from children’s early self-regulation to academic achievement in fifth grade in Norway. Early Childhood Research Quarterly, 53, 612-624. https://doi.org/10.1016/j.ecresq.2020.07.005
• Linnenbrink, E. A., & Pintrich, P. R. (2002). Motivation as an enabler for academic success. School Psychology Review, 31, 313-327. https://doi.org/10.1080/02796015.2002.12086158
• Maddux, J. E., Norton, L. W., & Stoltenberg, C. D. (1986). Self-Efficacy expectancy, outcome expectancy, and outcome value: Relative effects on behavioral intentions. Journal of Personality and Social Psychology, 51(4), 783-789. https://doi.org/10.1037/0022-3514.51.4.783
• Margolis, H. (2005). Increasing struggling learners’ self-efficacy: What tutors can do and say? Mentoring and Tutoring, 13(2), 221-238. https://doi.org/10.1080/13611260500105675
• McLeod, S. A. (2017). Qualitative vs. quantitative. www.simplypsychology.org/qualitative-quantitative.html
• Mikulecky, L. (1996). Adult and ESL Literacy Learning Self-Efficacy Questionnaire (ED396536). ERIC. https://eric.ed.gov/?id=ED394022
• Ministry of National Education [MoNE]. (2008). Endüstri Meslek Lisesi ve Teknik Lise öğrencilerinin ÖSS başarısındaki düşüşün nedenleri [Reasons for the decrease in OSS success of Industrial Vocational High School and Technical High School students]. https://www.meb.gov.tr/earged/earged/oss_dusus_neden.pdf
• Multon, K., Brown, S., & Lent, R. (1991). Relation of self-efficacy beliefs to academic outcomes: A meta-analytic investigation. Journal of Counseling Psychology, 38(1), 30-38.
• Necan, Y. (2019). Lise 11. Sınıf öğrencilerinin İngilizceye yönelik özyeterlik inanç düzeylerinin incelenmesi [Investigation of self-efficacy belief levels of school 11th grade students on English] (Unpublished master’s thesis). Abant İzzet Baysal University.
• Oral, I., & McGivney, E. J. (2014). Türkiye eğitim sisteminde eşitlik ve akademik başarı: Araştırma raporu ve analiz [Equality and academic achievement in the education system in Turkey: Research Report and analysis]. Eğitim Reformu Girişimi. http://www.egitimreformugirisimi.org/wp-content/uploads/2017/03/ERG_T%C3%BCrkiye-E%C4%9Fitim-Sisteminde-E%C5%9Fitlik-ve-Akademik-Ba%C5%9Far-Ara%C5%9Ft%C4%B1rma-Raporu-ve-Analiz.pdf
• Ömür, M., & Çubukçu, F. (2017). Yabancı dil öğrencilerinin öz-düzenleme stratejileri kullanımı ile güdülenme seviyeleri arasındaki ilişkinin incelenmesi [Investigating the relationship between foreign language learners’ use of self-regulation strategies and their level of motivation]. International Journal of Contemporary Educational Studies, 3(2), 18-33.
• Perry, N. E., & VandeKamp, K. J. (2000). Creating classroom contexts that support young children’s development of self-regulated learning. International Journal of Educational Research, 33(7-8), 821-843. https://doi.org/10.1016/S0883-0355(00)00052-5
• Pintrich, P. R., & DeGroot, E. V. (1990). Motivational and self-regulated learning components of classroom. Journal of Educational Psychology, 82(1), 33-40. https://doi.org/10.1037/0022-0663.82.1.33
• Pintrich, P. R. (2000). The role of goal orientation in self-regulated learning. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 451-502). Academic Press. https://doi.org/10.1016/B978-012109890-2/50043-3
• Rahemi, J. (2007). Self-efficacy in English and Iranian Senior High School students majoring in humanities. Novitas-ROYAL, 1(2), 98-111.
• Robih, W., Suratman, B., & Soesatyo, Y. (2017). The effects of self-efficacy, the role of teacher, parents participation to students’ learning motivation at Vocational High School North Surabaya. Journal of Economics and Economic Education Research, 18(2), 1-9.
• Robson, C. (1993). Real world research: A resource for social scientists and practitioners-researchers. Blackwell Publishers.
• Sardareh, S. A., Saad, M. R. M., & Boroomand, R. (2012). Self-regulated learning strategies (SRLS) and academic achievement in pre-university EFL learners. California Linguistic Notes, 37(1), 1-35.
• Schunk, D. H. (1981). Modeling and attributional effects on children’s achievement: A self-efficacy analysis. Journal of Educational Psychology, 73, 93-105.
• Schunk, D. H. (1982), Effects of effort attributional feedback on children’s perceived self-efficacy and achievement. Journal of Educational Psychology, 74, 548-556. https://doi.org/10.1037/0022-0663.74.4.548
• Schunk, D. H., & Hanson, A. R. (1985). Peer models: Influence on children’s self-efficacy and achievement. Journal of Educational Psychology, 77, 313-322. https://doi.org/10.1037/0022-0663.77.3.313
• Schunk, D. H., & Zimmerman, B. J. (1997). Social origins of self-regulatory competence. Educational Psychologist, 32, 195-208. https://doi.org/10.1207/s15326985ep3204_1
• Seker, M. (2016). The use of self-regulation strategies by foreign language learners and its role in language achievement. Language Teaching Research, 20(5), 600-618. https://doi.org/10.1177/1362168815578550
• Sevimbay, A. (2016). 11. Sınıf Öğrencilerinin İngilizce dersine yönelik tutumları ve özyeterlik inançları arasındaki ilişkiler [The Relationships between attitudes and self-efficacy beliefs of 11th grade students towards English lesson] (Unpublished master’s thesis). Bartın University.
• Sripan, T., & Sujivorakul, C. (2020). Variables that influence the intention to persist in vocational education. International Journal of Instruction, 13(2), 17-32. https://doi.org/10.29333/iji.2020.1322a
• Sun, T., & Wang, C. (2020). College students’ writing self-efficacy and writing self-regulated learning strategies in learning English as a foreign language. System, 90, 102-221. https://doi.org/10.1016/j.system.2020.102221
• Sungur, S., & Senler, B. (2009). An analysis of Turkish high school students' metacognition and motivation. Educational Research and Evaluation, 15(1), 45-62. https://doi.org/10.1080/13803610802591667
• Tabachnick, B. G., & Fidell, L. S. (2007). Using multivariate statistics (5th ed.). Pearson.
• Taşdemir, H. (2018). Exploring the relationship between high school students’ willingness to communicate and their self-efficacy perceptions In Turkish EFL context (Unpublished master’s thesis) Çağ University.
• Templin, S. A., Guile, T. C., & Okuma, T. (2001). Creating a reliable and valid Self-Efficacy Questionnaire and English Test to raise learners’ L2 Achievement via raising (ED466625). ERIC. https://files.eric.ed.gov/fulltext/ED466625.pdf
• Tosun, C. (2014). Yurdumuzda yabancı dil öğretme ve öğrenme sürecinde başarısızlığın nedeni yöntem mi? [Is method the reason of failure in the process of teaching and learning a foreign language in our country?] In A. Sarıçoban & H. Öz (Eds.), Türkiye’de yabancı dil eğitiminde eğilim ne olmalı? 1. Yabancı Dil Eğitimi Çalıştayı Bildirileri (pp. 37-40). Hacettepe University. https://dergipark.org.tr/tr/pub/cije/issue/46486/583492
• Turgut, M. F., & Baykul, Y. (2014). Eğitimde ölçme ve değerlendirme [Measurement and evaluation in education] (6th ed.). Pegem Akademi.
• Üredi, I., & Üredi, L. (2005). İlköğretim 8. Sınıf öğrencilerinin öz-düzenleme stratejileri ve motivasyonel inançlarının matematik başarısını yordama gücü [The Predictive power of self-regulation strategies and motivational beliefs on mathematics achievement of primary school 8th grade students]. Mersin University Journal of The Faculty of Education, 1(2), 250-260.
• Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
• Wang, C. (2004). Self-regulated learning strategies and self-efficacy beliefs of children learning English as a second language (Unpublished master’s thesis). The Ohio State University.
• Wood, R. E., & Locke, E. A. (1987). The Relation of self-efficacy and grade goals to academic performance. Education and Psychological Measurement, 47(4), 583-601. https://doi.org/10.1177/0013164487474017
• Zimmerman, B. J. (1986). Becoming a self-regulated learner: Which are the key subprocesses? Contemporary Educational Psychology, 11(4), 307–313. https://doi.org/10.1016/0361-476X(86)90027-5
• Zimmerman, B. J. (1989). A social cognitive view of self-regulated academic learning. Journal of Educational Psychology, 81(3), 329-339. https://doi.org/10.1037/0022-0663.81.3.329
• Zimmerman, B. J. (1995). Self-efficacy and educational development. In A. Bandura (Ed.), Self-efficacy in changing societies (pp. 202-231). Cambridge University Press. https://doi.org/10.1017/CBO9780511527692.009
• Zimmerman, B. J., & Risemberg, R. (1997). Self-regulatory dimensions of academic learning and motivation. In G. D. Phye (Ed.), Handbook of academic learning: Construction of knowledge (pp. 105-125). Academic Press.
• Zimmerman, B. J. (1998). Developing self-fulfilling cycles of academic regulation: An analysis of exemplary instructional models. In D. H. Schunk & B. J. Zimmerman (Eds.), Self-regulated learning: From teaching to self-reflective practice (pp. 1-19). Guilford Press.
• Zimmerman, B. J. (2000). Self-efficacy: An essential motive to learn. Contemporary Educational Psychology, 25, 82-91. https://doi.org/10.1006/ceps.1999.1016
• Zimmerman, B. J. (2002) Becoming a self-regulated learner: An overview. Theory into Practice, 41(2), 64-70. https://doi.org/10.1207/s15430421tip4102_2