| | | - Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W. H. Freeman.
Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall.
Bandura, A., & Schunk, D. (1981). Cultivating competence, self-efficacy, and intrinsic interest through proximal self-motivation. Journal of Personality and Social Psychology, 41, 586-598.
Bandura, A., & Wood, R. E. (1989). Effect of perceived controllability and performance standards on self-regulation of complex decision-making. Journal of Personality and Social Psychology, 56, 805-814.
Bereiter, C., & Scardamalia, M (1993). Surpassing ourselves: Inquiry into the nature and implications of expertise. Chicago: Open Court.
Bereiter, C., & Scardamalia, M. (1989). Intentional learning as a goal of instruction. In L. B. Resnick (Ed.), Knowing, learning, and instruction: Essays in honor of Robert Glaser. Hillsdale, NJ: Erlbaum Associates.
Brown, A. (1987). Metacognition, executive control, self-regulation, and other more mysterious mechanisms. In F. Weinert & R. Kluwe (Eds.), Metacognition, motivation, and understanding (p. 65-116). Hillsdale, NJ; Erlbaum Associates.
Bunderson, C. (1996). Building an Expert Learning Community in a Preservice "Technology for Teachers" Course. Unpublished paper presented at NRMERA Conference, Oct 4, 1996.
Bunderson, C. and Olsen, J (1980). A factor analysis of personal profile measures related to cerebral hemisphere specialization. Scientific and Technical Report #4. WICAT Incorporated.
Bunderson, C. (1973). Team production of learner-controlled courseware: a progress report. Published proceedings of the International School of Computers in Education (ISCE).
Names C - H
Case, R., & Bereiter, C. (1984). From behaviorism to cognitive behaviorism to cognitive development: Steps in the evolution of instructional design. Instructional Science, 13, 141-58.
Caplan, N., Choy, M. H., & Whitmore, J. K. (1992, February). Indochinese refugee families and academic achievement. Scientific American, p. 37-42.
Cattell, R. (1966). The scree test for the number of factors. Multivariate Behavioral Research, 1,(2), 245-276.
Cattell, R., & Jaspers, J. (1967). A general plasmode (No. 30-10-5-2) for factor analytic exercises and research. Multivariate Behavioral Research Monographs, 67(3).
Cheng, P. (1993). Metacognition and giftedness: The state of the relationship. Gifted Child Quarterly, 37(3), 105-113.
Chi, M. T. H., & Rees, E. (1983). A learning framework for development. Contributions to Human Development, 9, 71-107.
Cronbach, L. (1975). Beyond the Two Disciplines of Scientific Psychology.
American Psychologist, 116-127.
Cronbach, L. (1957). The Two Disciplines of Scientific Psychology.
American Psychologist, 671-684.
Cronbach, L. & Snow, R. (1977). Aptitudes and Instructional Methods: A
Handbook for Research on Interactions. New York: Irvington Publishers.
Coop, R. H., & Sigel, I. E. (1971). Cognitive style: Implications for learning and instruction. Psychology in the Schools, 8(2), p. 152-161.
Corno, L. (1992). Encouraging students to take responsibility for learning and performance. Elementary School Journal, 93(1), p. 69-83
Corno, L. (1989). Self-regulated learning: A volitional analysis. In B. Zimmerman & D. Schunk (Eds.), Self regulated learning and academic achievement (p.111-142). New York: Springer-Verlag.
Corno, L. (1986). The metacognitive control components of self-regulated learning. Contemporaty Educational Psychology, 11, p. 333-346.
Cureton, E., & D'Agostino, R. (1983). Factor analysis. Hillsdale, N. J.: Erlbaum Associates.
Davidson, J. E. (1986). The role of insight in giftedness. In R. J. Sternberg & J. E. Davidson (Eds.), Conceptions of giftedness (p. 201-222). New York: Cambridge University Press.
Deci, E. (1975). Intrinsic motivation. New York: Plenum Press.
Deci, E. L., & Ryan, R. M. (1991). A motivational approach to self: Integration in personality. In R. Dienstbier (Ed.). Nebraska symposium on motivation: Vol. 38. Perspectives on motivation (p. 237-288). Lincoln: University of Nebraska Press.
Deci, E., Vallerand, R., Pelletier, L., & Ryan, R. (1991). Motivation and education: the self-determination perspective. New York: Plenum Press.
Deci, E., & Ryan, R. (1985). Intrinsic motivation and self-determination in human behavior. New York: Plenum.
Dennett, D. C. (1978). Brainstorms: Philosophical essays on mind and psychology. Montgomery, VT: Bradford.
Dweck, C. S. (1986). Motivational processes affecting learning. American Psychologist, 41, 1040-48.
Dweck, C. S. (1985). Intrinsic otivation, perceived control, and self-evaluation maintenance: An achievement goal analysis. In C. Ames & R. Ames (Eds.) Research on motivation in education, Vol. 2: The classroom milieu. Orlando, FL: Academic Press.
Dweck, C. S. & Elliot, E. S. (1983). Achievement motvation. In P. H. Mussen (Ed.), Handbook of child psychology, (Vol. 4, 4th ed). New York: Wiley.
Dweck, C. S. & Reppucci, N. D. (1973). Learned helplessness and reinforcement responsibility in children. Journal of Personality and Social Psychology, 25, 109-116.
Factor analysis using SAS proc factor (http://www.utexas.edu/cc/docs/stat53.html). (1995). Austin, Texas: ACITS, The University of Texas.
Federico, P. (1980). Adaptive instruction: trends and issues. In R. Snow & M. Farr (Eds.), Conative and Affective Process Analysis (Vol. 1). Hillsdale, NJ: Erlbaum Associates.
Flavell, J. H. (1992). Cognitive development: Past, present, and future. Developmental Psychology, 28(6), 998-1005.
Flavell, J. H. (1987). Speculations about the nature and development of metacognition. In F. Weinert & R. Kluwe (Eds.), Metacognition, motivation, and understanding (p. 21-29). Hillsdale, NJ: Erlbaum Associates.
Flavell, J. H. (1979). Metacognition. American Psychologist, 34, 906-911
Flavell, J. H. (1971). First discussant's comments: What is memory development the development of? Human Development, 14, 272-278.
Foraker, B., & Michael, W. (1994). Reliability and Construct Validity of the Dimensions of Self-Concept (DOSC)--Form W Measure for an Air Force Sample. Educational and Psychological Measurement, 54(2), p. 409-416.
Frederiksen, N., Glaser, R., Lesgold, A., & Shafto, M. (Eds.). (1990). Diagnostic monitoring of skill and knowledge acquisition (p. 407-432). Hillsdale, NJ: Erlbaum Associates.
Gagné, R. (Ed.). (1985). The conditions of learning and theory of instruction (4th ed.). New York: Hold, Rinehart, and Winston.
Gagné, R. (1967). Learning and individual differences. Columbus, Ohio: Merrill.
Garcia, T., & Pintrich, P. (1996). Assessing Student's Motivation and Learning Strategies in the Classroom Context: The Motivated Strategies for Learning Questionnaire. In M. Birenbaum & F. Dochy (Eds.). Alternatives in Assessment of Achievements, Learning Processes, and Prior Knowledge. Boston: Kluwer Academic Publishers.
Geisler-Brenstein, E., & Shmeck, R. (1996). The revised inventory of learning processes: a multifaceted perspective on individual differences in learning. In D. Birenbaum (Ed.) Alternatives in assessment of achievements and learning processes. Boston: Kluwer Academic Publishers.
Getzels,J. W. (1979). Problem-finding: A theoretical note. Cognitive Science, 3, 167-171.
Glaser (eds.), Learning and Individual Differences. New York: W.H. Freeman.
Snow, R. (1987).
Glaser, R. (1984). Education and thinking: The role of knowledge. American Psychologist, 39, 93-104.
Gorsuch, R. (1983). Factor Analysis. Hillsdale, N. J.: Erlbaum Associates.
Hattie, J., Biggs, J., & Purdie, N. (1996). Effects of learning skills interventions on student learning: a meta-analysis. Review of Educational Research, 66(2), 99-136.
Ho, K. (1988). The dimensionality and occupational discriminating power of the Hermann brain dominance instrument. Unpublished dissertation to Brigham Young University.
Names I - P
James, W. The principles of psychology. New York: Holt, 1890.
Jöreskog, K & Sörbom, D. (1992). LISREL 8: Structural Equation Modeling with the SIMPLIS Command Language. Hillsdale, NJ: Erlbaum Associates.
Jöreskog, K., & Sörbom, D. (1989a). Lisrel 7: A guide to the program and applications (2nd ed.). Chicago, IL: SPSS, Inc.
Jöreskog, K., & Sörbom, D. (1989b). Lisrel 7: User's reference guide (1st ed.). Mooresville, IN: Scientific Software, Inc.
Kuhl, J. (1985). Volitional mediators of cognition-behavior consistency: Self-regulatory processes and action versus state orientation. In J. Kuhl & J. Beckman (Eds.), Action control: From cognition to behavior (p. 101-128). New York: Springer-Verlag.
Kuhl, J., & Atkinson, W. (1986). Motivation, thought, and action. New York: Praeger.
Kuhl, J., & Blankenship, V. (1979). The dynamic theory of achievement motivation: From episodic to dynamic thinking. Psychological Review, 86, 141-151.
Lesh, R., Lamon, S., Gong, B., & Post, T. (1993). Using learning progress maps to improve instructional decision making. In R. Lesh & S. Lamon (Ed.), Assessments of Authentic Performance in School Mathematics American Association for the Advancement of Sciences. Hillsdale, NJ: Erlbaum Associates.
Lewin, K. Principles of topological psychology. New York: McGraw-Hill, 1936.
Long, J. (1983). Confirmatory Factor Analysis #34 Series: Quantitative Applications in the Social Sciences. Newbury Park: Sage Publications.
Long, J. (1983). Covariance Structure Models: an introduction to LISREL. # 34, Series: Quantitative Applications in the Social Sciences. Newbury Park: Sage Publications.
McCombs. B. L. (1997). Understanding the Keys to Motivation to Learn. Internet: ww.mcrel.org/products/noteworthy/barbaram.html.
McCombs. B. L. (1996). Alternative perspectives for motivation. In L. Baker, P. Afflerbach, & D. Reinking (Eds.). Developing engaged readers in school and home communities, (p. 67-87). Hillsdale, N. J.: Erlbaum Associates.
McCombs, B. L. (1994). Strategies for assessing and enhancing motivation: Keys to promoting self-regulated learning and performance. In H. F. O'Neil, Jr., & M. Drillings (Eds.). Motivation: Theory and research (p. 49-69). Hillsdale, NJ: Erlbaum.
McCombs, B. L. (1993). Learner-centered psychological principles for enhancing education: Applications in school settings. In L. A. Penner, G. M. Batsche, H. M. Knoff, & D. L. Nelson (Eds.). The challenges in mathematics and science education: Psychology's response (p. 287-313). Washington, DC: American Psychological Association.
McCombs, B. (1991). Motivation and lifelong learning. Educational Psychologist, 26(2), 117-127.
McCombs, B. L. (1991). Overview: Where have we been and where are we going in understanding human motivation? Journal of Experimental Education, 60(1), 5-14. Special Issue on "Unraveling motivation: New perspectives from research and practice."
McCombs, B. L., & Marzano, R. J. (1990). Putting the self in self-regulated learning: The self as agent in integrating skill and will. Educational Psychologist, 25(6), 51-69.
McCombs, B. L., & Marzano, R. J. (in press). What is the role of the will component in strategic learning? In C. E. Weinstein & B. L. McCombs (Eds.). Strategic learning: Skill, will, and self-regulation. Mahwah, NJ: Erlbaum.
McCombs, B. L., Swartz, D., Wlodkowski, R., Whistler, J. S., & Stiller, J. (in press). The learner-centered school and classroom. San Francisco: Jossey-Bass.
McCombs, B. L., & Whistler, J. S. (1989). The role of affective variables in autonomous learning. Educational Psychologist, 24(3), 277-306.
Maier, S. R., Seligman, M. E., & Solomon, R. L. Pavlovian fear conditioning and learned helplessness: Effects of escape and avoidance behavior of (a) the CS-US contingency and (b) the independence of US and instrumental responding. In B. A. Campbell & R. M. Church (Eds.) Punishment and aversive behavior. New York: Appleton-Century-Crofts, 1968.
Martinez, M. (See Publications, Presentations, and Tools. )
Messick, S. (1995). Validity of Psychological Assessment. American Psychologist, 50(9), 741-49.
Ng, E., & Bereiter, C. (1991). Three levels of goal orientation in learning. Journal of the Learning Sciences. 1(3 & 4), 243-271.
Pintrich, P. (Ed.). (1995). Understanding Self-Regulated Learning. San Francisco: Jossey-Bass Publishers.
Purdie, N., Hattie, J., & Douglas (1996). Student conceptions of learning and their use of self-regulated learning strategies: a cross-cultural comparison. Journal of Educational Psychology, 88(1), 87-100. Names Q - Z
Reeves, T. (1993). Pseudoscience in computer-based instruction. The case of learner control research. Journal of Computer-based Instruction, 20(2), 39-46.
Russell, T. (1997). Technology Wars: Winners and Losers, Educom Review, 32(2), 44-46.
SAS Institute Inc. (1997). SAS Version 8. Cary, North Carolina: SAS Institute.
Scardamalia, M., Bereiter, C., McLean, R., Swallow, J., & Woodruff, E. (1989). Computer-supported intentional learning environments. Journal of Educational Computing Research, 5(1), 51-68.
Schmid, J., & Leiman, J. (1957). The development of hierarchical factor solutions. Psychometrika, 22, 53-61.
Schraw, G. (1994). The effect of metacognitive knowledge on local and global monitoring. Contemporary Educational Psychology, 19, 143-154.
Schunk, D. (1991). Self-efficacy and academic motivation. Educational Psychologist, 26(3&4), 207-231.
Snow, R. (1989). Toward Assessment of Cognitive and Conative Structures in Learning. Educational Researcher, 18(9), 8-14.
Snow, R., & Farr, M. (1987). Cognitive-conative-affective processes in aptitude, learning, and instruction: An introduction. In R. Snow & M. Farr (Eds.), Conative and Affective Process Analysis. Hillsdale, NJ: Erlbaum Associates.
Snow, R. Aptitude Complexes. In R. Snow & M. Farr (eds.), Aptitude, Learning and Instruction, Cognitive Process Analyses of Aptitude (Vol. 3, pp. 11-34). Hillsdale, NJ: Erlbaum Associates.
Snow, R. (1980). Aptitude Processes. In R. Snow, P. Frederico, & W. Montague (eds.), Aptitude, Learning and Instruction, Conative and Affective Process Analysis (Vol. 1, pp. 27-60). Hillsdale, NJ: Erlbaum Associates.
Snow, R., Mandinach, E., & McVey, M. (1990). The topography of mastery assessment in instructional domains. Princeton, NJ: Educational Testing Center.
Snow, R., & Mandinach, E. (1989). Integrating assessment and instruction: A research and development agenda. Unpublished paper presented to Princeton, NJ: Educational Testing Center.
Sternberg, R. (1996). Successful intelligence: how practical and creative intelligence determine success in life. New York: Simon & Schuster.
Tolman, E. Purposive behavior in animals and men. New York: Century, 1932.
Tolman, E. Principles of purposive behavior. In S. Koch (Ed.), Psychology: A study of a science. New York: McGraw-Hill, 1959.
Weiner, R. J. (1972). Attribution theory, achievement motivation, and the educational process. Review of Educational Research, 42, 203-215.
Weiner, R., Frieze, I., Kukla, A., Reed, L., Rest, S., & Rosenbaum, R. (1971). Perceiving the causes of success and failure. New York: General Learning Press.
Woodworth, R. Dynamics psychology. New York: Columbia University Press, 1918.
Zimmerman, B. (in press). Dimensions of academic self-regulation: A conceptual framework for education. In D. H. Schunk & B. J. Zimmerman (Eds.). Self-regulation of learning and performance: Issues and educational applications. Mahwah, NJ: Erlbaum.
Zimmerman, B. (1989). A social cognitive view of self-regulated academic learning. Journal of Educational Psychology, 23, 614-628.
Zimmerman, B., & Martinez-Pons, M. (1986). Development of a structured interview for assessing student use of self-regulated learning strategies. American Educational Research Journal, 23, 614-628.
Zimmerman, B., & Martinez-Pons, M. (1988). Construct validation of a strategy model of student self-regulated learning. Journal of Educational Psychology, 80, 284-290. | |
