Learner Autonomy Bibliography

Ainley, M., & Patrick, L. (2006). Measuring self-regulated learning processes through tracking patterns of student interaction with achievement activities. Educational Psychology Review, 18, 267-86.

Ames, C. (1992). Classrooms: Goals, structures, and student motivation. Journal of Educational Psychology, 84, 261-271.

Andrade, H. G., & Boulay, B. A. (2003). Role of rubric-referenced self-assessment in learning to write. The Journal of Educational Research, 97, 21-34.

August-Brady, M. (2005). The effect of a metacognitive intervention onapproach to and self-regulation of learning in baccalaureate nursing students. Journal of Nursing Education,44, 297-304.

Ausburn, L. J. (2002). The freedom versus focus dilemma in a customized self-directed learning environment: A comparison of the perceptions of adult and younger students. Community College Journal of Research and Practice,26, 225-35.

Bandura, A., Barbaranelli, C., Caprara, G., & Pastorelli, C. (1996). Multifaceted impact of self-efficacy beliefs on academic functioning. Child Development, 67, 1206- 1222.

Bandura, A. (1997). Self-efficacy: The Exercise of Control. New York: Freeman.

Barron, B. (2006). Interest and self-sustained learning as catalysts of development: A learning ecology perspective. Human Development, 49, 193-224.

Battistich, V., Solomon, D., Watson, M., & Schaps, E. (1997). Caring school communities. Educational Psychologist, 32, 137-151.

Baumeister, R., & Vohs, K. (2004). Handbook of self-regulation: research, theory, and applications. New York: Guilford Press.

Baylor, A. L., Kitsantas, A., & Hu, H. (2003). Two tools to facilitate pre-service teachers' self-regulation during instructional planning. TechTrends,47, 45-9.

Bembenutty, H., & Karabenick, S. A. (2004). Inherent association between academic delay of gratification, future time perspective, and self-regulated learning. Educational Psychology Review,16, 35-57.

Benson, P., & Voller, P. (1997). Autonomy and independence in language learning. London: Longman.

Black, A. E., & Deci, E. L. (2000). The effects of instructors’ autonomy support and students’ autonomous motivation on learning organic chemistry: A self- determination theory perspective. Science Education, 84, 740-756.

Boekaerts, M. (1997). Self-regulated learning: A new concept embraced by researchers, policy makers, educators, teachers, and students. Learning and Instruction, 7, 161-186.

Boekaerts, M., & Cascallar, E. (2006). How far have we moved toward the integration of theory and practice in self-regulation? Educational Psychology Review, 18, 199- 210.

Boekaerts, M., Pintrich, P. R., & Zeidner, M. (Eds.). (2000). Handbook of self- regulation. San Diego: Academic Press.

Boekaerts, M., Pintrich, Paul R. and Zeidner, M. (Eds.). (2005). Handbook of Self Regulation. San Diego: Academic Press.

Bould, D. (1988). Developing student autonomy (2nd ed.). London: Kogan Page.

Braten, I., & Stromso, H. (2005). The relationship between epistemological beliefs, implicit theories of intelligence, and self-regulated learning among Norwegian postsecondary students. The British Journal of Educational Psychology, 75, 539-565.

Butler, D. L. (2002). Individualizing instruction in self-regulated learning. Theory into Practice, 41, 81-92.

Butler, D. L. (2002). Qualitative approaches to investigating self-regulated learning: Contributions and challenges. Educational Psychologist, 37, 59-63.

Butler, D. L., & S. C. (2004). Promoting effective task interpretation as an important work habit: A key to successful teaching and learning. Teachers College Record, 106, 1729-1758.

Butler, D. L., Lauscher, H. N., & Jarvis-Selinger, S. (2004). Collaboration and self- regulation in teachers' professional development. Teaching and Teacher Education, 20, 435-455.

Carver, C.S. and Scheier, M.F. (2005). On the structure of behavioral self-regulation. In Boekaerts, M., Pintrich, Paul R. and Zeidner, M. (Eds.). (2005). Handbook of Self-Regulation. Pp. 41-84. San Diego: Academic Press.

Cascallar, E., Boekaerts, M., & Costigan, T. (2006). Assessment in the evaluation of self-regulation as a process. Educational Psychology Review, 18, 297-306.

Chan, V. (2003). Autonomous language learning: The teachers’ perspective. Teaching in Higher Education, 8, 33-54.

Chappuis, S., & Stiggins, R. J. (2002). Classroom assessment for learning. Educational Leadership, 60, 40-43.

Chia, C. S. C. (2005). Promoting independent learning through language learning and the use of IT. Educational Media International, 42, 317-332.

Cleary, T. J., & Zimmerman, B. J. (2004). Self-regulation empowerment program: A school-based program to enhance self-regulated and self-motivated cycles of student learning. Psychology in the Schools, 41, 537-550.

Collins, A. (2006). How society can foster self-directed learning. Human Development, 49, 225-228.

Corno, L. (2006). Commentary on Vollmeyer and Rheinberg: putting the teacher in research on self-regulated learning. Educational Psychologist, 18, 261-266.

Corno, L., & Mandinach, E. B. (1983). The role of cognitive engagement in classroom learning and motivation. Educational Psychologist, 18, 88-108.

Corno, L., & Mandinach, E. B. (2004). What we have learned about student engagement in the last twenty years. In D. M. McInerney & S. Van Etten (Eds.), Big theories revisited (pp. 299-328). Greenwich, CT: Information Age.

Costa, A. L. & Kallick, B. (2004). Launching self-directed learners. Educational Leadership, 62, 51-65.

Cotterall, S. (1995). Developing a course strategy for learner autonomy. ELT Journal, 49, 219-227.

Cotterall, S. (2000). Promoting learner autonomy through the curriculum: Principles for designing language courses. ELT Journal,54, 109-117.

Cox, B. F., Canipe, J. B., & Stockdale, S. L. (2003). A collaborative research effort in self-directed learning. Adult Learning,14, 20-2.

Cukras, G. G. (2006). The investigation of study strategies that maximize learning for underprepared students. College Teaching,54, 194-197.

Dabbagh, N. (2003). Scaffolding: An important teacher competency in online learning. TechTrends, 47, 39-44.

Dabbagh, N., & Kitsantas, A. (2005). Using web-based pedagogical tools as scaffolds for self-regulated learning. Instructional Science, 33, 513-540.

Dahlgren, M. A., & Dahlgren, L. O. (2002). Portraits of PBL: Students' experiences of the characteristics of problem-based learning in physiotherapy, computer engineering and psychology. Instructional Science,30, 111-127.

Dam, L. (1995). Learning autonomy 3: From theory to classroom practice. Dublin: Authentik. (note: only found on Google)

Darabi, A., Mackal, M. C., & Nelson, D. (2004). Self-regulated learning of performance analysis as a complex cognitive skill: Contributions of an electronic performance support system (EPSS). Journal of Educational Technology Systems,33, 11-27.

Davis, H. (2003). Conceptualizing the role and influence of student-teacher relationships on children’s social and cognitive development. Educational Psychologist, 38, 207-234.

Deci, E. L., Vallerand, R. J., Pelletier, L. G., & Ryan, R. M. (1991). Motivation and education: The self-determination perspective. Educational Psychologist, 26, 325- 346.

De Groot, E. V. (2002). Learning through interviewing: students and teachers talk about learning and schooling. Educational Psychologist,37, 41-52.

Dembo, M. H. (2004). Motivation and learning strategies for college success: A self- management approach (2nd ed.). Mahwah, NJ: Lawrence Erlbaum Associates.

Dembo, M. H., & Seli, H. P. (2004). Students' resistance to change in learning strategies courses. Journal of Developmental Education,27, 2-4, 6, 8, 10-11.

DeWitte, S. & Lens, W. (1999). Volition: use with measure. Learning and Individual Differences,11, 321-333.

Dornbusch, S., Ritter, P., Leiderman, P., Roberts, D., & Fraleigh, M. (1987). The relation of parenting style to adolescent school performance. Child Development, 58, 1244-1257. Duffy, M., & Forgan, J. (2005). Mentoring new special education teachers: A guide for mentors and program developers. Thousand Oaks, CA: Corwin Press.

Dunlap, J. C., & Grabinger, S. (2003). Preparing students for lifelong learning: A review of instructional features and teaching methodologies. Performance Improvement Quarterly, 16, 6-25.

Dweck, C., & Elliot, E. (1983). Achievement motivation. In E.M. Hetherington (Ed.), Handbook of child psychology: Socialization, personality, and social development (Vol. 4, pp. 643-691). New York: Wiley.

Eccles, J. (2004). Schools, academic motivation, and stage-environment fit. In R. Lerner & L. Steinberg (Eds.), Handbook of adolescent psychology (2nd ed.) (pp. 125- 153). New York: Wiley.

Eccles, J., Wigfield, A., & Schiefele, U. (1998). Motivation to succeed. In W. Damon (Series Editor) & N. Eisenberg (Volume Editor), Handbook of child psychology: Vol. 3: Social, emotional, and personality development (5th ed.) (pp. 1017-1095). New York: Wiley.

Efklides, A. (2006). Metacognitive experiences: The missing link in the self-regulated learning process: A rejoinder to Ainley and Patrick. Educational Psychology Review,18, 287-291.

Eilam, B. & Iaharon, I. (2003). Students' planning in the process of self-regulated learning. Contemporary Educational Psychology,28, 304-334.

Elstad, E. (2006). Understanding the nature of accountability failure in a technology- filled, laissez-faire classroom: disaffected students and teachers who give in. Journal of Curriculum Studies,38, 459-481.

Evans, C. J., Kirby, J. R., & Fabrigar, L. R. (2003). Approaches to learning, need for cognition, and strategic flexibility among university students. The British Journal of Educational Psychology,73, 507-528.

Evensen, D. H., Salisbury-Glennon, J. D., & Glenn, J. (2001). A qualitative study of six medical students in a problem-based curriculum: Toward a situated model of self-regulation. Journal of Educational Psychology,93, 659-676.

Fiddler, M. B. (1994). Teaching to competence: Enhancing the art of teaching (adults). The Journal of General Education, 43, 289-303.

Flores, J., & Flores, B. (2003). The Gradual Student. Teaching English in the Two-Year College,30, 239-247.

Fritz, M. (2002). Using learning styles inventories to promote active learning. Journal of College Reading and Learning, 32, 183-189.

Galbraith, M. W. (2003). Mentoring Toward Self-Directedness. Adult Learning , 14, 9- 12.

Garavalia, L. S., & Gredler, M. E. (2002). An exploratory study of academic goal setting, achievement calibration and self-regulated learning. Journal of Instructional Psychology, 29, 221-230.

Garavalia, L. S., & Gredlerk M. E. (2002). Prior achievement, aptitude, and use of learning strategies as predictors of college student achievement. College Student Journal,36, 616-625.

Gorham, J. (1988). The relationship between verbal teacher immediacy behaviors and student learning. Communication Education, 37, 40-53.

Graham, S., Harris, K. R., & Mason, L. (2005). Improving the writing performance, knowledge, and self-efficacy of struggling young writers: The effects of self- regulated strategy development. Contemporary Educational Psychology, 30, 207-241.

Griffiths, M., & Smith, R. (1989). Standing alone: dependence, independence and interdependence in the practice of education. Journal of Philosophy of Education, 23, 283-294.

Hadwin, A. F., Wozney, L., & Pontin, O. (2005). Scaffolding the appropriation of self- regulatory activity: A socio-cultural analysis of changes in teacher-student discourse about a graduate research portfolio. Instructional Science,33, 413-450.

Hadwin, A. F., Winne, P. H., & Stockley, D. B. (2001). Context moderates students' self- reports about how they study. Journal of Educational Psychology,93, 477-487.

Harackiewicz, J., Barron, K., Tauer, J., & Elliot, A. (2002). Predicting success in college: A longitudinal study of achievement goals and ability measures as predictors of interest and performance from freshman year through graduation. Journal of Educational Psychology, 94, 562-575.

Harvey, B. J., Rothman, A. I., & Frecker, R. C. (2006). A confirmatory factor analysis of the Oddi Continuing Learning Inventory (OCLI). Adult Education Quarterly, 56, 188-200.

Harris, K. R., Mason, L. H., Graham, S., & Saddler, B. (2002). Developing self-regulated writers. Theory into Practice,41, 110-115.

Harrison, R. (2000). Learner managed learning: managing to learn or learning to manage? International Journal of Lifelong Education,19, 312-321.

Hiemstra, R. (2003). More than three decades of self-directed learning: From whence have we come? Adult Learning,14, 5-8.

Hill, J. R. (2006). Flexible learning environments: Leveraging the affordances of flexible delivery and flexible learning. Innovative Higher Education,31, 187-197.

Hmelo-Silver, C. E. (2004). Problem-based learning: What and how do students learn? Educational Psychology Review,16, 235-266.

Hofer, B. K., Yu, S. L., & Pintrich, P. R. (1998). Teaching college students to be self- regulated learners. In D. H. Schunck & B. J. Zimmerman (Eds.), Self-regulated learning: From teaching to self-reflective practice (pp. 57-85). New York: Guilford Press.

Hofer, B. K., & Yu, S. L. (2003). Teaching self-regulated learning through a ‘Learning to Learn’ course. Teaching of Psychology,30, 30-3.

Horner, S. L., & Shwery, C. S. (2002). Becoming an engaged, self-regulated reader. Theory into Practice,41, 102-109.

Horwitz, E. K., Bresslau, B., & Dryden, M. (1997). A graduate course focusing on the second language learner. The Modern Language Journal, 81, 518-526.

Howell, C. L. (2002). Reforming higher education curriculum to emphasize student responsibility. College Teaching, 50, 116-118.

Hubbard, B. P., & Simpson, M.(2003). Developing self-regulated learners: Putting theory into practice. Reading Research and Instruction,42, 62-89.

Iran-Nejad, A. (1990). Active and dynamic self-regulation of learning processes. Review of Educational Research, 60, 537-602.

Isaacson, R. J., & Fujita, F. (2006). Metacognitive knowledge monitoring and self- regulated learning: Academic success and reflections on learning. Journal of the Scholarship of Teaching and Learning, 6, 39-55.

Isakson, C. (2004). Adult self-directed learning. Education Digest,70, 79-80.

Jacobsen, T., & Hofmann, V. (1997). Children's attachment representations: longitudinal relations to school behavior and academic competency in middle childhood and adolescence. Developmental Psychology, 33, 703-710.

Jakubowski, T. G. (2004). The relationship of self-efficacy, identity style, and stage of change with academic self-regulation. Journal of College Reading and Learning, 35, 7-24.

Jarvis, P. (1995). Teachers and learners in adult education: Transaction or moral interaction? Studies in the Education of Adults, 27, 24-35.

Jiuaro, S., & DiBiasio, D. (2006). Experiential learning environments: Do they prepare our students to be self-directed, life-long learners? Journal of Engineering Education, 95, 195-204.

Kachgal, M. M., Hansen, L. S., & Nutter, K. J. (2001). Academic procrastination prevention/intervention: Strategies and recommendations. Journal of Developmental Education,25, 14-24.

Kaplan, B. (2004). Practicing for artistic success: Empowering the student with self- management skills in the practice room. The American Music Teacher,54, 31-32.

King, A. (1992). Facilitating elaborative learning through guided student-generated questioning. Educational Psychology, 27, 11-126.

King, F. B., Harner, M., & Brown, S. W. (2000). Self-regulatory behavior influences in distance learning. International Journal of Instructional Media,27, 147-155.

King, P.M. and Kitchener, K.S. (1994). Developing Reflective Judgment. San Fransisco, CA: Jossey-Bass.

Kirschenbaum, D.S., Tomarken, A.J., and Humphrey, L.L. (1985). Affect and adult self-regulation. Journal of Personality and Social Psychology. 48(2), 509-523.

Kitsantas, A. (2002). Test preparation and performance: A self-regulatory analysis. The Journal of Experimental Education, 70, 101-13.

Kitsantas, A., & Baylor, A. L. (2001). The impact of the instructional planning self- reflective tool on preservice teacher performance, disposition, and self-efficacy beliefs regarding systematic instructional planning. Educational Technology Research and Development,49, 97-106.

Kitsantas, A., Zimmerman, B. J., & Cleary, T. (2000). The role of observation and emulation in the development of athletic self-regulation. Journal of Educational Psychology, 92, 811-817.

Kolb, D. A. (1985). Learning style inventory. Boston: McBer.

Kramarski, B., & Mizrachi, N. (2006). Online discussion and self-regulated learning: Effects of instructional methods on mathematical literacy. The Journal of Educational Research,99, 218-230.

Kuh, G. H., Schuh, J. H., Whitt, E. J., Andreas, R. E., Lyons, J. W., Strange, C. C., et. al. (1991). Involving colleges: Successful approaches to fostering student learning and development outside the classroom. San Francisco: Jossey-Bass.

Kuhn, D. (2003). Understanding and valuing knowing as developmental goals. Liberal Education,89, 16-21.

Kuiper, R. (2002). Enhancing metacognition through the reflective use of self-regulated learning strategies. The Journal of Continuing Education in Nursing,33, 78-87.

Kveven, A. (2007). Empowered to ask. Educational Leadership,64, 48-9.

Lajoie, S. P. (2005). Extending the scaffolding metaphor. Instructional Science, 33, 541- 557.

Lapan, R. T., Kardash, C. M., & Turner, S. (2002). Empowering students to become self- regulated learners. Professional School Counseling,5, 257-265.

Larose, S., Bernier, A., & Tarabulsy, G. (2005). Attachment state of mind, learning dispositions, and academic performance during the college transition. Developmental Psychology, 41, 281-289.

Le Vasan, M., Venkatachary, R., & Freebody, P. (2006). Can collaboration and self direction be learned? A procedural framework for problem-based learning. Planning & Changing, 37, 24-36.

Leathwood, C. (2006). Gender, equity and the discourse of the independent learner in higher education. Higher Education, 52, 611-633.

Leung, P., & Kwan, K. (1998). Parenting styles, motivational orientations, and self- perceived academic competence: A mediational model. Merrill-Palmer Quarterly, 44, 1-19.

Ley, K., & Young, D. B. (2001). Instructional principles for self-regulation. Educational Technology Research and Development,49, 93-103.

Lindner, J. R., Dooley, K. E., & Williams, J. R. (2003). Teaching, coaching, mentoring, facilitating, motivating, directing . . . What is a teacher to do? The Agricultural Education Magazine,76, 26-27.

Little, D. (1991) Learner Autonomy1: Definitions, Issues and Problems. Dublin: Authentik.

Lizzio, A., & Wilson, K. (2005). Self-managed learning groups in higher education: Students' perceptions of process and outcomes. The British Journal of Educational Psychology,75, 373-390.

Lonka, K., Olkinuora, E., & Makinen, J. (2004). Aspects and prospects of measuring studying and learning in higher education. Educational Psychology Review,16, 301-323.

Lopez, D. F. (1999). Social cognitive influences on self-regulated learning: the impact of action-control beliefs and academic goals on achievement-related outcomes. Learning and Individual Differences,11, 301-319.

Luke, C. L. (2006). Fostering learner autonomy in a technology-enhanced, inquiry-based foreign language classroom. Foreign Language Annals,39, 71-86.

Lunyk-Child, O. I., Crooks, D., & Ellis, P J. (2001). Self-directed learning: Faculty and student perceptions. Journal of Nursing Education, 40, 16-23.

Luyten, L., Lowyck, J., & Tuerlinckx, F. (2001). Task perception as a mediating variable: A contribution to the validation of instructional knowledge. The British Journal of Educational Psychology,71, 203-223.

Maitland, L, E. (2000). Self-regulation and metacognition in the reading lab. Journal of Developmental Education,24, 26-36.

Malmivuori, M. (2006). Affect and self-regulation. Educational Studies in Mathematics, 63, 149-64.

Martin, J. (2004). Self-regulated learning, social cognitive theory, and agency. Educational Psychologist,39, 135-145.

Martinez-Pons, M. (2002). Parental influences on children's academic self-regulatory development. Theory into Practice,41, 126-131.

Masui, C., & De Corte, E. (2005). Learning to reflect and to attribute constructively as basic components of self-regulated learning. The British Journal of Educational Psychology,75, 351-372.

McCann, E. J., & Turner, J. E. (2004). Increasing student learning through volitional control. Teachers College Record,106, 1695-1714.

McCann, E. J., & Garcia, T. (1999). Maintaining motivation and regulating emotion: Measuring individual differences in academic volitional strategies. Learning and Individual Differences,11, 259-279.

McCarthy, J. P., & Anderson, L. (2002). Active learning techniques versus traditional teaching styles: Two experiments from history and political science. Innovative Higher Education, 24, 265-278.

McClure, J. (2001). Developing language skills and learner autonomy in international postgraduates. ELT Journal, 55, 142-148.

McWhaw, K., & Abrami, P. C. (2001). Student goal orientation and interest: Effects on students' use of self-regulated learning strategies. Contemporary Educational Psychology,26, 311-329.

Mehrabian, A. (1981). Silent messages: Implicit communication of emotions and attitudes. Belmont, CA: Wadsworth.

Meichenbaum, D., & Biemiller, A. (1998). Nurturing independent learners: Helping students take charge of their learning. Cambridge, MA: Brookline Books.

Meyer, D. K., & Turner, J. D. (2002). Using instructional discourse analysis to study the scaffolding of student self-regulation. Educational Psychologist,37, 17-25.

Midgley, C., Feldlaufer, H., & Eccles, J. (1989). Student/teacher relations and attitudes toward mathematics before and after the transition to junior high school. Child Development, 60, 981-992.

Miller, R. B., & Brickman, S. J. (2004). A model of future-oriented motivation and self- regulation. Educational Psychology Review,16, 9-33.

Moos, D. C., & Azevedo, R. (2006). The role of goal structure in undergraduates' use of self-regulatory processes in two hypermedia learning tasks. Journal of Educational Multimedia and Hypermedia,15, 49-86.

Moran, J. J. (2005). A model for promoting self-regulated learning. New Horizons in Adult Education,19, 15-26.

Moss, E., & St-Laurent, D. (2001). Attachment at school age and academic performance. Developmental Psychology, 37, 107-119.

Muncie, J. (2000). Using written teacher feedback in EFL composition classes. ELT Journal, 54, 45-53.

Nab, Y. (2000). Can a self-directed learner be independent, autonomous and interdependent?: Implications for practice. Adult Learning, 11, 18-19, 25.

Naumann, W. C., Bandalos, D., & Gutkin, T. B. (2003). Identifying variables that predict college success for first-generation college students. Journal of College Admission,181, 4-9.

Newman, R. S. (2002). How self-regulated learners cope with academic difficulty: The role of adaptive help seeking. Theory into Practice,41, 132-138.

Niemivirta, M. (2006). Assessing motivation and self-regulation in learning within a predictive design: Incorporating systematic elements of change. Educational Psychology Review,18, 255-259.

Nolen, S. B. (2006). Validity in assessing self-regulated learning: A comment on Perry & Winne. Educational Psychology Review,18, 229-232.

Nordstrom, C., Williams, K., & Jarvis, P. (2003). The job characteristics model: A model for classroom enrichment. Journal of Excellence in College Teaching, 14, 37-60.

Olkinuora, E., & Lonka, K, (Eds.). (2004). Measuring studying and learning in higher education--conceptual and methodological issues. Educational Psychology Review,16, 301-323.

Oswald, D. (2004). Toward an instructional-design theory for fostering self-directed learning. Educational Technology,44, 31-38.

Paris, S. C., & Paris, A. H. (2001). Classroom applications of research on self-regulated learning. Educational Psychologist, 37, 89-101.

Pajares, F. (2002). Gender and perceived self-efficacy in self-regulated learning. Theory into Practice,41, 116-125.

Pape, S. J., & Smith, C. (2002). Self-regulating mathematics skills. Theory into Practice,41, 93-101.

Paris, S. G., & Paris, A. H. (2001). Classroom applications of research on self- regulated learning. Educational Psychologist,36, 89-101.

Patrick, H., & Middleton, M. J. (2002). Turning the kaleidoscope: What we see when self-regulated learning is viewed with a qualitative lens. Educational Psychologist,37, 27-39.

Patrick, H., Ryan, A. M., & Pintrich, P. R. (1999). The differential impact of extrinsic and mastery goal orientations on males' and females' self-regulated learning. Learning and Individual Differences,11, 153-171.

Patterson, C., Crooks, D., & Lunyk-Child, O. (2002). A new perspective on competencies for self-directed learning. Journal of Nursing Education,41, 25-31.

Pekrun, R., & Goetz, T., & Titz, W. (2002). Academic emotions in students' self- regulated learning and achievement: A program of qualitative and quantitative research. Educational Psychologist,37, 91-105.

Perry, N. E. (2002). Introduction: Using qualitative methods to enrich understandings of self-regulated learning. Educational Psychologist,37, 1-3.

Perry, N., & Drummond, L. (2002). Helping young students become self-regulated researchers and writers. The Reading Teacher,56, 298-310.

Perry, N., Phillips, L., & Dowler, J. (2004). Examining features of tasks and their potential to promote self-regulated learning. Teachers College Record,106, 1854-1878.

Perry, N., VanderKamp, K., & Mercer, L. K. (2002). Investigating teacher-student interactions that foster self-regulated learning. Educational Psychologist,37, 5- 15.

Pianta, R., & Stuhlman, M. (2004). Teacher-child relationships and children’s success in the first years of school. School Psychology Review, 33, 444-458.

Pintrich, P. R. (1999). Taking control of research on volitional control: Challenges for future theory and research. Learning and Individual Differences,11, 335-354.

Pintrich, P. R. (1999). Understanding interference and inhibition processes from a motivational and self-regulated learning perspective: Comments on Dempster and Corkill. Educational Psychology Review,11, 105-115.

Pintrich, P. R. (2003). A motivational science perspective on the role of student motivation in learning and teaching contexts. Journal of Educational Psychology, 95, 667-686.

Pintrich, P. R. (2004). A conceptual framework for assessing motivation and self- regulated learning in college students. Educational Psychology Review,16, 385- 407.

Pintrich. P. R., & De Groot, E. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82, 33-40.

Pintrich, P. R., Roeser, R., & De Groot, E. (1994). Classroom and individual differences in early adolescents’ motivation and self-regulated learning. Journal of Early Adolescence, 14, 139-161.

Pintrich, P. R., Smith, D., Garcia, T., & McKeachie, W. (1991). A manual for the use of the Motivated Strategies for Learning Questionnaire (MSLQ). Unpublished document. School of Education, University of Michigan. Ann Arbor, Michigan.

Pintrich, P., Smith, D., Garcia, T., & McKeachie, W. (1993). Reliability and predictive validity of the Motivated Strategies for Learning Questionnaire (MSLQ). Educational and Psychological Measurement, 53, 810-813.

Ponton, M. K., Derrick, M. G., & Carr, P. B. (2005). The relationship between resourcefulness and persistence in adult autonomous learning. Adult Education Quarterly,55, 116-128.

Powell, E. (2005). Conceptualizing and facilitating active learning: Teachers’ video- stimulated reflective dialogues. Reflective Practice, 6, 407-418.

Radosevich, D. J.,Vaidyanathan, V., & Yeo, S. (2004). Relating goal orientation to self- regulatory processes: A longitudinal field test. Contemporary Educational Psychology, 29, 207-29.

Railton, D., & Watson, P. (2005). Teaching autonomy: 'Reading groups' and the development of autonomous learning practices. Active Learning in Higher Education, 6, 182-193.

Randi, J. (2004). Teachers as self-regulated learners. Teachers College Record,106, 1825-1853.

Rasku-Puttonen, H., Etelapelto, A., & Arvaja, M. (2003). Is successful scaffolding an illusion? – Shifting patterns of responsibility and control in teacher-student interaction during a long-term learning project. Instructional Science,31, 377- 393.

Raya, M. J., & Fernandez, J. (2002). Learner autonomy and new technologies. Educational Media International,39, 61-68.

Reed, J. H., Schallert, D. L., & Deithloff, L. F. (2002). Investigating the interface between self-regulation and involvement processes. Educational Psychologist,37, 53-57.

Ricci, C. (2004). The impacts of professors’ knowledge of students’ names. Journal of Excellence in College Teaching, 15, 85-104.

Rivers, W. P. (2001). Autonomy at all costs: An ethnography of metacognitive self- assessment and self-management among experienced language learners. The Modern Language Journal. 85, 279-290.

Riveiro, J. M. S., Cabanach, R. G., & Arias, A. V. (2001). Multiple-goal pursuit and its relation to cognitive, self-regulatory, and motivational strategies. The British Journal of Educational Psychology,71, 561-572.

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