Skip to main content
SpringerLink
Log in

The Constructivist Approach to Self-Regulation and Learning in the Classroom

  • Chapter
Self-Regulated Learning and Academic Achievement

Part of the book series: Springer Series in Cognitive Development ((2116))

Abstract

Some students thirst for learning. They seek challenges and overcome obstacles sometimes with persistence and sometimes with inventive problem solving. They set realistic goals and utilize a battery of resources. They approach academic tasks with confidence and purpose. This combination of positive expectations, motivation, and diverse strategies for problem solving are virtues of self-regulated learners. We seek to understand and nurture the development of these attitudes in order to prevent students from rejecting the values of education, devising shortcuts to complete assignments, and setting minimal performance goals.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 109.00
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 139.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

References

  • Abramsom, L.V., Seligman, M.P., & Teasdale, J.D. (1978). Learned helplessness in humans: Critique and reformulation. Journal of Abnormal Psychology, 87, 49–74.

    Article  Google Scholar 

  • Ames, C., & Ames, R. (1984). Systems of student and teacher motivation: Toward a qualitative definition. Journal of Educational Psychology, 76, 535–556.

    Article  Google Scholar 

  • Baker, L., & Brown, A.L. (1984). Metacognitive skills and reading. In P.D. Pearson (Ed.), Handbook of reading research (pp. 353–394). New York: Longman.

    Google Scholar 

  • Bandura, A. (1986). From thought to action: Mechanisms of personal agency. New Zealand Journal of Psychology, 15, 1–17.

    Google Scholar 

  • Bartlett, F.C. (1932). Remembering. Cambridge: Cambridge University Press.

    Google Scholar 

  • Benenson, J., & Dweck, C. (1986). The development of trait explanations and self-evaluations in the academic and social domains. Child Development, 57, 1179–1187.

    Article  PubMed  Google Scholar 

  • Blumenfeld, P.C., Hamilton, V.L., Bossen, S.T., Wessels, K., & Meece, J. (1983). Teacher talk and student thought: Socialization into the student role. In J.M. Levine & M.C. Wang (Eds.), Teacher and student perceptions: Implications for learning (pp. 143–192). Hillsdale, NJ: Erlbaum.

    Google Scholar 

  • Blumenfeld, P.C., Pintrich, PR., & Hamilton, V.L. (1986). Children’s concepts of ability, effort, and conduct. American Educational Research Journal, 23, 95–104.

    Google Scholar 

  • Blumenfeld, P.C., Pintrich, PR., Meece, J., & Wessels, K. (1982). The formation and role of self-perceptions of ability in elementary classrooms. Elementary School Journal, 82, 401–420.

    Article  Google Scholar 

  • Borkowski, J.G., Carr, M., Rellinger, E., & Pressley, M. (in press). Interdependence of metacognition, attributions, and self-esteem. In B.F. Jones & L. Idol (Eds.), Dimensions of thinking and cognitive instruction. Hillsdale, NJ: Erlbaum.

    Google Scholar 

  • Borkowski, J.G., Johnston, M.B., & Reid, M.K. (1987). Metacognition, motivation, and controlled performance. In S. Ceci (Ed.), Handbook of cognitive, social, and neuropsychological aspects of learning disabilities (Vol. 2, pp. 147–173). Hillsdale, NJ: Erlbaum.

    Google Scholar 

  • Bransford, J.D., Stein, B.S., Shelton, T.S., & Owings, R.A. (1981). Cognition and adaptation: The importance of learning to learn. In J. Harvey (Ed.), Cognition, social behavior and the environment. Hillsdale, NJ: Erlbaum.

    Google Scholar 

  • Brown, A.L., Bransford, J.D., Ferrara, R.A., & Campione, J.C. (1983). Learning, remembering, and understanding. In J.H. Flavell & E.M. Markman (Eds.), Carmichael’s manual of child psychology (Vol. 1). New York: Wiley.

    Google Scholar 

  • Brown, J.S., & Burton, R.R. (1978). Diagnostic models for procedure bugs in basic mathematical skills. Cognitive Science, 2, 155–192.

    Article  Google Scholar 

  • Bruner, J.S. (1972). Nature and uses of immaturity. American Psychologist, 27, 687–708.

    Article  Google Scholar 

  • Calfee, R.C., & Chambliss, M.J. (1987). The structural design features of large texts. Educational Psychologist, 22, 357–378.

    Google Scholar 

  • Carey, S. (1985). Conceptual change in childhood. Cambridge, MA: MIT Press.

    Google Scholar 

  • Case, R. (1985). Intellectual development from birth to adulthood. Orlando, FL: Academic Press.

    Google Scholar 

  • Chomsky, N. (1965). Aspects of the theory of syntax. Cambridge, MA: MIT Press.

    Google Scholar 

  • Collins, A., & Stevens, A.L. (1983). A cognitive theory of interactive teaching. In CM. Reigeluth (Ed.), Instructional design theories and models: An overview. Hillsdale, NJ: Erlbaum.

    Google Scholar 

  • Covington, M.V. (1983). Motivated Cognition. In S. Paris, G. Olson, & H. Stevenson (Eds.), Learning and motivation in the classroom (pp. 139–164). Hillsdale, NJ: Erlbaum.

    Google Scholar 

  • Covington, M.V. (1987). Achievement motivation, self-attributions and exceptionality. In J.D. Day & J.G. Borkowski (Eds.), Intelligence and exceptionality: New directions for theory, assessment and instructional practices. Norwood, NJ: Ablex.

    Google Scholar 

  • Cross, D.R., & Paris, S.G. (1988). Developmental and instructional analyses of children’s metacognition and comprehension. Journal of Educational Psychology, 80, 131–142.

    Article  Google Scholar 

  • Cullen, J.L. (1985). Children’s ability to cope with failure: Implications of a metacognitive approach for the classroom. In D.L. Forrest-Pressley, G.E. MacKinnon, & T.G. Waller (Eds.), Metacognition, cognition, and human performance (Vol. 2, pp. 267–300). Orlando, FL: Academic Press.

    Google Scholar 

  • Doyle, W. (1983). Academic work. Review of Educational Research, 53, 159–200.

    Google Scholar 

  • Duffy, G.D., Roehler, L.R., Meloth, M.S., Vavrus, L.G., Book, C., Putnam, I, & Wesselman, R. (1986). The relationship between explicit verbal explanations during reading skill instruction and student awareness and achievement: A study of reading teacher effects. Reading Research Quarterly, 21, 237–252.

    Article  Google Scholar 

  • Duffy, G., Roehler, L., Sivan, E., Rackliffe, G., Book, C, Meloth, M., Vavrus, L., Wesselman, R., Putnam, J., & Bassiri, D. (1987). Effects of explaining the reasoning associated with using strategies. Reading Research Quarterly, 22, 347–368.

    Article  Google Scholar 

  • Dweck, C.S., & Elliott, E.S. (1983). Achievement motivation. In P. Mussen (Ed.), Carmichael’s manual of child psychology (Vol. 4, pp. 643–691). New York: Wiley

    Google Scholar 

  • Eccles, J., Adler, T.F., Futterman, R., Goff, S.B., Kaczala, CM., Meece, J.L., Midgley, C. (1983). Expectations, values and academic behaviors. In J.T. Spence (Ed.), Achievement and achievement motivation. San Francisco: W.H. Freeman.

    Google Scholar 

  • Eccles, J., & Wigfield, A. (1985). Teacher expectations and student motivation. In J.B. Dusek (Ed.), Teacher expectations. Hillsdale, NJ: Erlbaum.

    Google Scholar 

  • Elliott, E.S., & Dweck, C.S. (1988). Goals: An approach to motivation and achievement. Journal of Personality and Social Psychology, 54, 5–12.

    Article  PubMed  Google Scholar 

  • Fabricius, W.V., & Hagen, J.W. (1984). Use of causal attributions about recall performance to assess metamemory and predict strategic memory behavior in young children. Developmental Psychology, 20, 975–987.

    Article  Google Scholar 

  • Feather, N.T. (1982). Expectations and actions: Expectancy-value models in psychology. Hillsdale, NJ: Erlbaum.

    Google Scholar 

  • Fodor, J.A. (1975). The language of thought. Cambridge, MA: Harvard University Press.

    Google Scholar 

  • Garner, R., & Gillingham, M.G. (1987). Students’ knowledge of text structure. Journal of Reading Behavior, 19, 247–259.

    Google Scholar 

  • Gelman, R., & Baillargeon, R. (1983). A review of some Piagetian concepts. In J. Flavell & E. Markman (Eds.), Handbook of child psychology: Vol. 3. Cognitive development (pp. 167–230). New York: Wiley.

    Google Scholar 

  • Gibson, J.J. (1966). The senses considered as perceptual systems. Boston: Houghton Mifflin.

    Google Scholar 

  • Harter, S. (1982). The perceived competence scale for children. Child Development, 53, 87-97.

    Article  Google Scholar 

  • Johns, J. (1984). Students’ perceptions of reading: Insights from research and pedagogical implications. In J. Downing & R. Valtin (Eds.), Language awareness and learning to read (pp. 57–77). New York: Springer-Verlag.

    Google Scholar 

  • Johnston, P., & Winograd, P. (1985). Passive failure in reading. Journal of Reading Behavior, 17, 279–301.

    Google Scholar 

  • Karmiloff-Smith, A. (1986). From meta-processes to conscious access: Evidence from children’s meta linguistic and repair data. Cognition, 23, 95–147.

    Article  PubMed  Google Scholar 

  • Keil, F.C. (1982). Semantic and conceptual development. Cambridge, MA: Harvard University Press.

    Google Scholar 

  • Keil, F.C. (1984). Mechanisms in cognitive development and the structure of knowledge. In R.J. Sternberg (Ed.), Mechanisms of cognitive development (pp. 81–100). New York: Freeman.

    Google Scholar 

  • Laudan, L. (1977). Progress and its problems: Toward a theory of scientific growth. Berkeley, CA: University of California Press.

    Google Scholar 

  • Mandler, J.M., & Johnson, M.S. (1977). Remembrance of things passed: Story structure and recall. Cognitive Psychology, 9, 111–151.

    Article  Google Scholar 

  • MacIver, P. (1987). Classroom factors and student characteristics predicting students’ use of achievement standards during ability self-assessment. Child Development, 58, 1258–1271.

    Article  Google Scholar 

  • Markus, H., & Nurius, P. (1986). Possible selves. American Psychologist, 41, 954–969.

    Article  Google Scholar 

  • Marsh, H.W. (1986). Verbal and math self-concepts: An internal external frame of reference model. American Educational Research Journal, 23, 129–149.

    Google Scholar 

  • Meyer, B.J.F., & Rice, G.E. (1984). The structure of text. In P.D. Pearson (Ed.), Handbook of reading research (pp. 319–351). New York: Longman.

    Google Scholar 

  • Nagel, E. (1961). The structure of science. New York: Harcourt, Brace, & World.

    Google Scholar 

  • Nelson-LeGall, S., & Glor-Scheib, S. (1985). Help-seeking in elementary classrooms: An observational study. Contemporary Educational Psychology, 10, 58–71.

    Article  Google Scholar 

  • Nicholls, J.G. (1978). The development of the concepts of effort and ability, perceptions of own attainment, and the understanding that difficult tasks require more ability. Child Development, 49, 800–814.

    Article  Google Scholar 

  • Nicholls, J.G. (1980). The development of the concept of difficulty. Merrill-Palmer Quarterly, 26, 271–281.

    Google Scholar 

  • Nicholls, J.G. (1983). Conceptions of ability and achievement motivation: A theory and its implications for education. In S. Paris, G. Olson, & H. Stevenson (Eds.), Learning and motivation in the classroom (pp. 211–237). Hillsdale, NJ: Erlbaum.

    Google Scholar 

  • Nicholls, J.G. (1984). Achievement motivation: Conceptions of ability, subjective experience, task choice, and performance. Psychological Review, 19, 308–346.

    Google Scholar 

  • O’Sullivan, J.T., & Pressley, M. (1984). Completeness of instruction and strategy transfer. Journal of Experimental Child Psychology, 38, 275–288.

    Article  Google Scholar 

  • Palincsar, A.S., & Brown, A. (1984). Reciprocal teaching of comprehension-fostering and comprehension-monitoring activities. Cognition and Instruction, 1, 117–175.

    Article  Google Scholar 

  • Paris, S.G. (1986). Teaching children to guide their reading and learning. In T. Raphael (Ed.), Contexts of school-based literacy. New York: Random House.

    Google Scholar 

  • Paris, S.G. (1988). Fusing skill and will in children’s learning and schooling. Paper presented at the American Educational Research Association, New Orleans.

    Google Scholar 

  • Paris, S.G., Cross, D.R., & Lipson, M.Y. (1984). Informed strategies for learning: A program to improve children’s reading awareness and comprehension. Journal of Educational Psychology, 76, 1239–1252.

    Article  Google Scholar 

  • Paris, S.G., & Jacobs, J.E. (1984). The benefits of informed instruction for children’s reading awareness and comprehension skills. Child Development, 55, 2083–2093.

    Article  Google Scholar 

  • Paris, S.G., & Lindauer, B.K. (1982). The development of cognitive skills during childhood. In B. Wolman (Ed.), Handbook of developmental psychology (pp. 333–349). Englewood Cliffs, NJ: Prentice-Hall.

    Google Scholar 

  • Paris, S.G., Lipson, M.Y., & Wixson, K.K. (1983). Becoming a strategic reader. Contemporary Educational Psychology, 8, 293–316.

    Article  Google Scholar 

  • Paris, S.G., Newman, R.S., & Jacobs, J.E. (1985). Social contexts and functions of children’s remembering. In C.J. Brainerd & G.M. Pressley (Eds.), The cognitive side of memory development (pp. 81–115). New York: Springer-Verlag.

    Google Scholar 

  • Paris, S.G., Newman, R.S., & McVey, K.A. (1982). Learning the functional significance of mnemonic actions: A microgenetic study of strategy acquisition. Journal of Experimental Child Psychology, 34, 490–509.

    Article  Google Scholar 

  • Paris, S.G., & Oka, E.R. (1986). Children’s reading strategies, metacognition, and motivation. Developmental Review, 6, 25–56.

    Article  Google Scholar 

  • Paris, S.G., Wasik, B., & Turner, J. (in press). The development of strategic readers. In P.D. Pearson (Ed.), Handbook of reading research (2nd ed). New York: Longman.

    Google Scholar 

  • Paris, S.G., & Winograd, P. (in press). How metacognition can promote academic learning and instruction. In B.F. Jones & L. Idol (Eds.), Dimensions of thinking and cognitive instruction (Vol. 1). Hillsdale, NJ: Erlbaum.

    Google Scholar 

  • Piaget, J. (1952). The origins of intelligence in children. New York: International Universities Press.

    Book  Google Scholar 

  • Piaget, J. (1954). The construction of reality in the child. New York: Basic Books.

    Book  Google Scholar 

  • Pintrich, P., & Blumenfeld, P. (1985). Classroom experience and children’s self-perceptions of ability, effort, and conduct. Journal of Educational Psychology, 77, 646–657.

    Article  Google Scholar 

  • Pressley, M., Borkowski, J.G., & O’Sullivan, J.T. (1985). Children’s metamemory and the teaching of memory strategies. In D.L. Forrest-Pressley, G.E. MacKennon, & T.G. Waller (Eds.), Metacognitive, cognition, and human performance (pp. 111–153). San Diego, CA: Academic Press.

    Google Scholar 

  • Pressley, G.M., & Levin, J.R. (1987). Elaborative learning strategies for the inefficient learner. In S.J. Ceci (Ed.), Handbook of cognitive, social, and neuropsychological aspects of learning disabilities (pp. 175–212). Hillsdale, NJ: Erlbaum.

    Google Scholar 

  • Pressley, G.M., Ross, K.A., Levin, J.R., & Ghatala, E.S. (1984). The role of strategy utility knowledge in children’s decision making. Journal of Experimental Child Psychology, 38, 491–504.

    Article  Google Scholar 

  • Resnick, L.B. (1987). Constructing knowledge in school. In L.S. Liben (Ed.), Development and learning: Conflict or congruence. Hillsdale, NJ: Erlbaum.

    Google Scholar 

  • Rohrkemper, M., & Corno, L. (1988). Success and failure on classroom tasks: Adaptive learning and classroom teaching. The Elementary School Journal, 88, 297–312.

    Article  Google Scholar 

  • Rosenholtz, S.R., & Simpson, C. (1984). The formation of ability conceptions: Developmental trend or social construction? Review of Educational Research, 54, 31–63.

    Google Scholar 

  • Scardamalia, M., & Bereiter, C. (1986). Fostering the development of self-regulation in children’s knowledge processing. In S.S. Chapman, J.W. Segal, & R. Glaser (Eds.), Thinking and learning skills: Current research and open questions (Vol. 2, pp. 563–577). Hillsdale, NJ: Erlbaum.

    Google Scholar 

  • Schunk, D.H. (1984). Self-efficacy perspective on achievement behavior. Educational Psychologist, 19, 48–58.

    Article  Google Scholar 

  • Schunk, D.H. (1986). Verbalization and children’s self-regulated learning. Contemporary Educational Psychology, 11, 347–369.

    Article  Google Scholar 

  • Schunk, D.H. (1987). Peer models and children’s behavioral change. Review of Educational Research, 57, 149–174.

    Google Scholar 

  • Schoenfeld, A.H. (1984). Beyond the purely cognitive: Belief systems, social cognitions and metacognitions as driving forces in intellectual performance. Cognitive Science, 7, 329–363.

    Article  Google Scholar 

  • Siegler, R.S. (1983). Information processing approaches to development. In RH. Mussen (Ed.), Carmichael’s manual of child psychology (Vol. 1, pp. 129–211). New York: Wiley.

    Google Scholar 

  • Siegler, R.S. (1985). Children’s thinking. Englewood Cliffs, NJ: Prentice-Hall.

    Google Scholar 

  • Simmons, R.G., Blyth, D.A., Van Cleave, E.F., & Bush, D.M. (1979). Entry into early adolescence: The impact of school structure, puberty, and early dating on self-esteem. American Sociological Review, 44, 948–967.

    Article  PubMed  Google Scholar 

  • Skinner, E. (1985). Action, control judgments, and the structure of control experience. Psychological Review, 92, 39–58.

    Article  Google Scholar 

  • Skinner, E.A., Chapman, M., & Baltes, P.B. (1988). Control, means-ends, and agency beliefs: A new conceptualization and its measurement during childhood. Journal of Personality and Social Psychology, 54, 117–133.

    Article  Google Scholar 

  • Stein, N.L., & Glenn, C.G. (1979). An analysis of story comprehension in elementary school children. In R. Freedle (Ed.), New directions in discourse processing. Norwood, NJ: Ablex.

    Google Scholar 

  • Stein, N.L., & Policastro, M. (1984). The concept of a story: A comparison between children’s and teacher’s viewpoints. In H. Mandl, N.S. Stein, & T. Trabasso (Eds.), Learning and comprehension in text (pp. 113–155). Hillsdale, NJ: Erlbaum.

    Google Scholar 

  • Sternberg, R.J. (1984). Mechanisms of cognitive development: A componential approach. In R.J. Sternberg (Ed.), Mechanisms of cognitive development (pp. 163–186). New York: Freeman.

    Google Scholar 

  • Stevens, R.J., Madden, N.A., Slavin, R.E., & Farnisch, A.M. (1987). Cooperative integrated reading and composition: Two field experiments. Reading Research Quarterly, 22, 433–454.

    Article  Google Scholar 

  • Stipek, D. (1981). Children’s perceptions of their own and their classmates’ ability. Journal of Educational Psychology, 73, 404–410.

    Article  Google Scholar 

  • Stipek, D. (in press). Developmental change in the assessment of intellectual competence. Child Development.

    Google Scholar 

  • Stipek, D.J., & Daniels, D.H. (1988). Declining perceptions of competence: A consequence of changes in the child or the educational environment? Journal of Educational Psychology, 80, 352–356.

    Article  Google Scholar 

  • Stipek, D., & Hoffman, J. (1980). Development of children’s performance-related judgments. Child Development, 51, 912–914.

    Article  Google Scholar 

  • Stipek, D., & Tannatt, L. (1984). Children’s judgments of their own and their peers’ academic competence. Journal of Educational Psychology, 76, 75–84.

    Article  Google Scholar 

  • Vygotsky, L.S. (1962). Thought and language. Cambridge, MA: MIT Press.

    Book  Google Scholar 

  • Vygotsky, L.S. (1978). Mind in society. Cambridge, MA: Harvard University Press.

    Google Scholar 

  • Wartofsky, M.W. (1968). Conceptual foundations of scientific thought. New York: Macmillan.

    Google Scholar 

  • Webb, N.M. (1982). Student interaction and learning in small groups. Review of Educational Research, 52, 421–445.

    Google Scholar 

  • Weiner, B. (1986). An attributional theory of motivation and emotion. New York: Springer-Verlag.

    Google Scholar 

  • Weinstein, C., & Mayer, R. (1986). The teaching of learning strategies. In M. Wittrock (Ed.), Handbook of research on teaching (pp. 315–327). New York: Macmillan.

    Google Scholar 

  • Weinstein, R., & Middlestat, S. (1979). Student perceptions of teacher interactions with male high and low achievers. Journal of Educational Psychology, 71, 421–431.

    Article  Google Scholar 

  • Weissberg, J.A., & Paris, S.G. (1986). Young children’s remembering in different contexts: A reinterpretation of Istomina’s study. Child Development, 57, 1123–1129.

    Article  Google Scholar 

  • Wellman, H.M. (1988). First steps in the child’s theorizing about the mind. In J. Astington, P. Harris, & O. Olson (Eds.), Developing theories of mind (pp. 64–92). New York: Cambridge University Press.

    Google Scholar 

  • Wellman, H.M. (1988). The early development of memory strategies. In F. Weinert & M. Perlmutter (Eds.), Memory development: Universal changes and individual differences (pp. 3–29). Hillsdale, NJ: Erlbaum.

    Google Scholar 

  • Werner, H. (1957). Comparative psychology of mental development. New York: International Universities Press.

    Google Scholar 

  • Winograd, P. (1984). Strategic difficulties in summarizing text. Reading Research Quarterly, 19, 404–425.

    Article  Google Scholar 

  • Yussen, S.R. (1985). The growth of reflection. New York: Academic Press.

    Google Scholar 

  • Yussen, S.R., & Kane, P.T. (1985). Children’s conception of intelligence. In S. Yussen (Ed.), The growth of reflection in children (pp. 207–241). Orlando, FL: Academic Press.

    Google Scholar 

Download references

Authors
  1. Scott G. Paris
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. James P. Byrnes
    View author publications

    You can also search for this author in PubMed Google Scholar

Editor information

Editors and Affiliations

  1. Doctoral Program in Educaitonal Psychology, Graduate School and University Center of the City University of New York, New York, NY, 10036, USA

    Barry J. Zimmerman

  2. School of Education, University of North Carolina, 037A Peabody Hall, Chapel Hill, NC, 27514, USA

    Dale H. Schunk

Rights and permissions

Reprints and permissions

Copyright information

© 1989 Springer-Verlag New York Inc.

About this chapter

Cite this chapter

Paris, S.G., Byrnes, J.P. (1989). The Constructivist Approach to Self-Regulation and Learning in the Classroom. In: Zimmerman, B.J., Schunk, D.H. (eds) Self-Regulated Learning and Academic Achievement. Springer Series in Cognitive Development. Springer, New York, NY. https://doi.org/10.1007/978-1-4612-3618-4_7

Download citation

  • DOI: https://doi.org/10.1007/978-1-4612-3618-4_7

  • Publisher Name: Springer, New York, NY

  • Print ISBN: 978-1-4612-8180-1

  • Online ISBN: 978-1-4612-3618-4

  • eBook Packages: Springer Book Archive

Publish with us

Policies and ethics

Search

Navigation