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    Research & References

    Studygram is built on a foundation of peer-reviewed research and evidence-based practices in educational psychology and self-regulated learning.

    Dr Prue Salter

    Dr Prue Salter

    Australia's leading expert on study strategies. Over 5000 seminars delivered. More than 500,000 students supported. Prue's research, experience and approach form the core of Studygram's diagnostic.

    PhD Thesis

    Exploring a whole-school integrated approach to developing students' self-regulated learning (SRL) skills.

    The thesis explores, in the first phase of the research, the approaches taken by a sample of Australian secondary schools to developing students' self-regulated learning (SRL) skills. The second phase uses a best practice case school to propose guidelines for schools to embrace a whole-school integrated approach. Data from the case school is also used to examine teachers', students' and parents' perceptions of who is responsible for SRL skills development and perceptions of the impact of technology. To obtain multiple perceptions and verify interpretations, data was collected through semi-structured interviews, questionnaires, and document gathering. Qualitative analysis produced a rich, contextualised description of the case school, supported by insights from quantitative data. The findings highlight the need for schools to determine with stakeholders roles in assisting students' development of SRL skills. Findings revealed that while students and parents were generally positive about technology's role as support for self-regulation, technology can be a major distraction, and educators need to provide strategies for minimising potentially distracting influences on students' self-regulation. The research concludes by proposing guidelines for assisting schools, policy-makers and researchers to implement and further explore a whole-school approach to developing students as self-regulated learners, as well as future research directions.

    Download Thesis (approximately 340 pages long, main chapters to read are 5 and 8) →

    STUDYGRAM REFERENCES AND FURTHER READING

    References (Motivation)

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    • Bandura, A. (1997). Self-efficacy: The exercise of control. New York, NY: W. H. Freeman.
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    • Deci, E. L., & Ryan, R. M. (1985). "Intrinsic and extrinsic motivations: Classic definitions and new directions." Contemporary Educational Psychology, 25(1), pp. 54–67.
    • Deci, E. L., & Ryan, R. M. (2017). Intrinsic motivation and self-determination in human behavior. New York, NY: Springer Science & Business Media.
    • Deci, E. L., Vallerand, R. J., Pelletier, L. G., & Ryan, R. M. (1991). "Motivation and education: The self-determination perspective." Educational Psychologist, 26(3–4), pp. 325–346.
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    • Hamm, J. M., Perry, R. P., Chipperfield, J. G., Hladkyj, S., Parker, P. C., & Weiner, B. (2020). "Reframing Achievement Setbacks: A Motivation Intervention to Improve 8-Year Graduation Rates for Students in Science, Technology, Engineering, and Mathematics (STEM) Fields." Psychological Science, 31(9), pp. 1079–1092.
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    • Pintrich, P. R., & Schunk, D. H. (2002). Motivation in education: Theory, research, and applications. 2nd ed. Upper Saddle River, NJ: Merrill/Prentice Hall.
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    • Schunk, D. H., Pintrich, P. R., & Meece, J. L. (2014). Motivation in education: Theory, research, and applications. 4th ed. Upper Saddle River, NJ: Pearson Higher Ed.
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    • Wigfield, A., Rosenzweig, E. Q., & Eccles, J. S. (2017). "Achievement values: Interactions, interventions, and future directions." In Elliot, A. J., Dweck, C. S., & Yeager, D. S. (eds.), Handbook of Competence and Motivation: Theory and Application. 2nd ed. New York, NY: Guilford Press, pp. 116–134.
    • Wu, J., Qi, S., & Zhong, Y. (2022). "Intrinsic Motivation, Need for Cognition, Grit, Growth Mindset, and Academic Achievement in High School Students: Latent Profiles and Their Predictive Effects." arXiv preprint arXiv:2210.04552.
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    References (Focus)

    • Aagaard, J. (2015). "Drawn to distraction: A qualitative study of off-task use of educational technology." Computers & Education, 87, pp. 90-97.
    • Baars, M., Wijnia, L., & Paas, F. (2017). "The association between motivation, affect, and self-regulated learning when solving problems." Frontline Learning Research, 5(3), pp. 121-136.
    • Bunce, D. M., Flens, E. A., & Neiles, K. Y. (2010). "How long can students pay attention in class? A study of student attention decline using clickers." Journal of Chemical Education, 87(12), pp. 1438-1443.
    • Carter, S. P., Greenberg, K., & Walker, M. (2017). "The impact of computer usage on academic performance: Evidence from a randomized trial at the United States Military Academy." Economics of Education Review, 56, pp. 118-132.
    • Credé, M., & Phillips, L. A. (2011). "Self-regulated learning strategies and academic achievement: A meta-analytic review." Contemporary Educational Psychology, 36(4), pp. 364-381.
    • Duckworth, A. L., Quinn, P. D., & Tsukayama, E. (2012). "What no child left behind leaves behind: The roles of IQ and self-control in predicting standardized achievement test scores and report card grades." Journal of Educational Psychology, 104(2), pp. 439-451.
    • Junco, R. (2012). "The relationship between frequency of Facebook use, participation in Facebook activities, and student engagement." Computers & Education, 58(1), pp. 162-171.
    • Meinel, M., & Wagner, H. T. (2021). "Mindfulness training to enhance students' focus and academic performance: A controlled trial." Journal of Educational Psychology, 113(4), pp. 799-814.
    • Pachai, A. A., Acai, A., & Kim, J. A. (2020). "How students manage distractions in the age of digital learning: Evidence from a multi-tasking experiment." Learning and Individual Differences, 77, Article 101817.
    • Petersen, S. E., & Posner, M. I. (2012). "The attention system of the human brain: 20 years after." Annual Review of Neuroscience, 35, pp. 73-89.
    • Schunk, D. H., & Greene, J. A. (2018). Handbook of Self-Regulation of Learning and Performance. New York: Routledge.
    • Weinstein, C. E., Acee, T. W., & Jung, J. (2011). "Self-regulated learning and academic achievement: Theoretical perspectives and practical implications." In B. J. Zimmerman & D. H. Schunk (Eds.), Handbook of Self-Regulation of Learning and Performance (pp. 33-48). New York: Routledge.
    • Zimmerman, B. J. (2002). "Becoming a self-regulated learner: An overview." Theory Into Practice, 41(2), pp. 64-70.

    References (Organisation)

    • Adams, R. V., & Blair, E. (2019). "Impact of time management behaviors on undergraduate engineering students' performance." SAGE Open, 9(1), 1–11.
    • Ahmed, S., Hussain, S., & Farid, S. (2018). "Effect of time management skills on academic achievement of students." Journal of Education and Educational Development, 5(1), 81–94.
    • Britton, B. K., & Tesser, A. (1991). "Effects of time-management practices on college grades." Journal of Educational Psychology, 83(3), 405–410.
    • DiBenedetto, M. K., & Zimmerman, B. J. (2010). "Differences in self-regulatory processes among students studying science: A microanalytic investigation." The International Journal of Educational and Psychological Assessment, 5(1), 2–24.
    • Dignath, C., & Veenman, M. V. J. (2021). "The role of direct strategy instruction and indirect activation of self-regulated learning—Evidence from classroom observation studies." Educational Psychology Review, 33(2), 489–533.
    • Eilam, B., & Aharon, I. (2003). "Students' planning in the process of self-regulated learning." Contemporary Educational Psychology, 28(3), 304–334.
    • Fernández Ortube, A., Panadero, E., & Dignath, C. (2024). "Self-regulated learning interventions for pre-service teachers: A systematic review." Educational Psychology Review, 36, Article 113.
    • Jud, J., Karlen, Y., & Hirt, C. N. (2024). "Linking teachers' and students' motivation for self-regulated learning: Is there a signal and how is it transmitted?" Metacognition and Learning, 19, 939–965.
    • Kitsantas, A., Winsler, A., & Huie, F. (2008). "Self-regulation and ability predictors of academic success during college: A predictive validity study." Journal of Advanced Academics, 20(1), 42–68.
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    • McInerney, D. M. (2011). "The motivation and achievement of Australian students: Understanding cultural and contextual influences." Asia Pacific Journal of Education, 31(1), 19–33.
    • Nonis, S. A., & Hudson, G. I. (2010). "Performance of college students: Impact of study time and study habits." Journal of Education for Business, 85(4), 229–238.
    • Panadero, E. (2017). "A review of self-regulated learning: Six models and four directions for research." Frontiers in Psychology, 8, Article 422.
    • 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). San Diego: Academic Press.
    • Schunk, D. H. (2005). "Self-regulated learning: The educational legacy of Paul R. Pintrich." Educational Psychologist, 40(2), 85–94.
    • Schunk, D. H., & DiBenedetto, M. K. (2016). "Self-efficacy theory in education." In K. R. Wentzel & D. B. Miele (Eds.), Handbook of Motivation at School (2nd ed., pp. 34–54). New York, NY: Routledge.
    • Van Alten, D. C. D., Phielix, C., Janssen, J., & Kester, L. (2020). "Effects of self-regulated learning prompts in a flipped history classroom." Computers in Human Behavior, 108, Article 106318.
    • Zimmerman, B. J., & Schunk, D. H. (2011). "Self-regulated learning and academic achievement: Theoretical perspectives." In B. J. Zimmerman & D. H. Schunk (Eds.), Educational Psychology: A Century of Contributions (pp. 299–327). Mahwah, NJ: Lawrence Erlbaum Associates.

    References (Study Skills)

    • Bjork, R. A., Dunlosky, J., & Kornell, N. (2013). "Self-regulated learning: Beliefs, techniques, and illusions." Annual Review of Psychology, 64, 417–444.
    • Brown, P. C., Roediger, H. L., & McDaniel, M. A. (2014). Make it stick: The science of successful learning. Cambridge, MA: Harvard University Press.
    • Cepeda, N. J., Pashler, H., Vul, E., Wixted, J. T., & Rohrer, D. (2006). "Distributed practice in verbal recall tasks: A review and quantitative synthesis." Psychological Bulletin, 132(3), 354–380.
    • Cepeda, N. J., Pashler, H., Vul, E., Wixted, J. T., & Rohrer, D. (2009). "Spacing effects in learning: A temporal ridgeline of optimal retention." Psychological Science, 20(9), 1095–1102.
    • Dignath, C., & Büttner, G. (2008). "Components of fostering self-regulated learning among students." Metacognition and Learning, 3(3), 231–264.
    • Dunlosky, J., & Rawson, K. A. (2015). "Practice tests, spaced practice, and successive relearning: Tips for classroom use and for guiding students' learning." Scholarship of Teaching and Learning in Psychology, 1(1), 72–78.
    • Dunlosky, J., Rawson, K. A., Marsh, E. J., Nathan, M. J., & Willingham, D. T. (2013). "Improving students' learning with effective learning techniques." Psychological Science in the Public Interest, 14(1), 4–58.
    • Eccles, J. S., & Wigfield, A. (2020). "From expectancy-value theory to situated expectancy-value theory." Contemporary Educational Psychology, 61, 101859.
    • Flavell, J. H. (1979). "Metacognition and cognitive monitoring." American Psychologist, 34(10), 906–911.
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    • McCabe, J. A. (2011). "Metacognitive awareness of learning strategies in undergraduates." Memory & Cognition, 39(3), 462–476.
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    • Pashler, H., McDaniel, M., Rohrer, D., & Bjork, R. (2009). "Learning styles: Concepts and evidence." Psychological Science in the Public Interest, 9(3), 105–119.
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    • Zimmerman, B. J. (2002). "Becoming a self-regulated learner." Theory Into Practice, 41(2), 64–70.
    • Zimmerman, B. J., & Kitsantas, A. (2005). "The hidden dimension of personal competence." American Educational Research Journal, 42(2), 397–426.
    • Zimmerman, B. J., & Schunk, D. H. (2011). Handbook of self-regulation of learning and performance. New York: Routledge.

    References (Personality)

    • Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.
    • Deci, E. L., & Ryan, R. M. (2000). "The 'what' and 'why' of goal pursuits: Human needs and the self-determination of behavior." Psychological Inquiry, 11(4), 227–268.
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    • Tuckman, B. W. (2003). "The effect of motivational scaffolding on procrastinators' distance learning outcomes." Computers & Education, 41(4), 427–445.
    • Wentzel, K. R. (2017). "Peer relationships, motivation, and academic performance." Educational Psychology Review, 29(2), 205–223.
    • Yeager, D. S., & Walton, G. M. (2011). "Social-psychological interventions in education." Review of Educational Research, 81(2), 267–301.
    • Zimmerman, B. J. (2002). "Becoming a self-regulated learner." Theory Into Practice, 41(2), 64–70.
    • Zimmerman, B. J., & Schunk, D. H. (2011). Handbook of self-regulation of learning and performance. New York: Routledge.