Identifying and promoting self‐regulated learning in higher education: roles and responsibilities of student tutors

References

• Argyris , C. 2004 . Reasons and rationalizations. The limits to organizational knowledge , Oxford : Oxford University Press .
   Google Scholar
• Beisser , A. 1970 . “ The paradoxical theory of change ” . In Gestalt therapy now: Theory, techniques, applications , Edited by: Fagan , J. and Shepherd , I.L. 77 – 81 . Palo Alto, CA : Science and Behavior Books, Inc. .
   Google Scholar
• Biggs , J.B. 1989 . Approaches to the enhancement of university teaching . Higher Education Research and Development , 22 : 7 – 25 .
   Google Scholar
• Borkowski , J.G. and Thorpe , P.K. 1994 . “ Self‐regulation and motivation: A life‐span perspective on underachievement ” . In Self‐regulation of learning and performance: Issues of educational applications , Edited by: Schunk , D.H. and Zimmerman , B.J. 44 – 73 . Hillsdale, NJ : Erlbaum .
   Google Scholar
• Brown , A.L. and Palincsar , A.S. 1989 . “ Guided, cooperative learning and individual knowledge acquisition ” . Edited by: Resnick , L.B. 393 – 451 . Hillsdale, NJ : Lawrence Erlbaum Associates . Knowing, learning, and instruction. Essays in honor of Robert Glaser
   Google Scholar
• Brown , A.L. , Bransford , J.D. , Ferrara , R.A. and Campione , J.C. 1983 . Learning, remembering and understanding . The Journal of Learning Sciences , 2 : 141 – 178 .
   Google Scholar
• Chi , M.T.H. , Siler , S.A. , Jeong , H. , Yamauchi , T. and Hausmann , R.G. 2001 . Learning from human tutoring . Cognitive Science , 25 : 471 – 533 .
   Web of Science ®Google Scholar
• Collins , A. , Brown , J.S. and Newman , S.E. 1989 . Cognitive apprenticeship: Teaching the craft of reading , Hillsdale, NJ : Erlbaum .
   Google Scholar
• Corno , L. 1986 . The meta‐cognitive control components of self‐regulated learning . Contemporary Educational Psychology , 11 : 333 – 346 .
   Web of Science ®Google Scholar
• Curran , C.A. 1972 . Counseling‐learning: A whole‐person model for education , New York : Grune & Stratton .
   Google Scholar
• Day , S.X. 1999 . Theory and design in counseling and psychotherapy , Boston/New York : Lahaska Press .
   Google Scholar
• Enright , J.B. 1970 . “ An introduction to Gestalt techniques ” . In Gestalt therapy now: Theory, techniques, applications , Edited by: Fagan , J. and Shepherd , I.L. 107 – 125 . Palo Alto, California : Science and Behavior Books, Inc. .
   Google Scholar
• Entwistle , N.J. and Ramsden , P. 1983 . Understanding student learning , Beckenham : Croom Helm .
   Google Scholar
• Entwistle , N.J. and Tait , H. 1990 . Approaches to learning, evaluation of teaching, and preferences for contrasting academic environments . Higher Education , 19 : 169 – 194 .
   Web of Science ®Google Scholar
• Entwistle , N. , Hanley , M. and Hounsell , D. 1979 . Identifying distinctive approaches to studying . Higher Education , 8 : 365 – 380 .
   Web of Science ®Google Scholar
• Gibbs , G. , ed. 1994 . Improving student learning – theory and practice , Oxford : Oxford Centre for Staff Development .
   Google Scholar
• Gomes‐Schwartz , B. and Schwartz , J.M. 1978 . Psychotherapy process variables distinguishing the ‘inherently helpful’ person from the professional psychotherapist . Journal of Consulting and Clinical Psychology , 46 (1) : 196 – 197 .
   PubMed Web of Science ®Google Scholar
• Graesser , A.C. , Person , N.K. and Magliano , J.P. 1995 . Collaborative dialogue patterns in naturalistic one‐to‐one Tutoring . Applied Cognitive Psychology , 9 : 495 – 522 .
   Web of Science ®Google Scholar
• Gynnild , V. 2001 . Læringsorientert eller eksamensfokusert? Nærstudier av pedagogisk utviklingsarbeid i sivilingeni⊘rstudiet (Doctoral dissertation) , Trondheim : Norwegian University of Science and Technology .
   Google Scholar
• Hart , N. 1996 . The role of the tutor in a college of further education: A comparison of skills used by personal tutors and by student counsellors when working with students in distress . British Journal of Guidance and Counselling , 24 (1) : 83 – 96 .
   Google Scholar
• Hostrup , H. 2002 . Supervision: På gestaltterapeutisk grundlag , Copenhagen : Hans Reitzel .
   Google Scholar
• Jones , G.P. 1984 . The tutor as counselor . Journal of Developmental Education , 8 (1) : 2 – 13 . 25 – 26 .
   Google Scholar
• Lan , W.Y. 1996 . The effects of self‐monitoring on students’ course performance, use of learning strategies, attitude, self‐judgment ability, and knowledge representation . Journal of Experimental Education , 64 (2) : 101 – 116 .
   Web of Science ®Google Scholar
• Laurillard , D. 1997 . “ Styles and approaches in problem‐solving ” . In The experience of learning: implications for teaching and studying in higher education , Edited by: Marton , D. Hounsell and Entwistle , N. 126 – 144 . Edinburgh : Scottish Academic Press .
   Google Scholar
• Levitsky , A. and Perls , F.S. 1970 . “ The rules and games of Gestalt theory ” . In Gestalt therapy now: Theory, techniques, applications , Edited by: Fagan , J. and Shepherd , I.L. 140 – 150 . Palo Alto, CA : Science and Behavior Books, Inc. .
   Google Scholar
• Marton , F. 1981 . Phenomenography – Describing conceptions of the world around us . Instructional Science , 10 : 177 – 200 .
   Web of Science ®Google Scholar
• Marton , F. and Booth , S. 1997 . Learning and awareness , Mahwah, N. J. : Lawrence Erlbaum .
   Google Scholar
• McCombs , B.L. 1986 . The role of the self‐system in self‐regulated learning . Contemporary Educational Psychology , 11 : 314 – 332 .
   Web of Science ®Google Scholar
• McCombs , B.L. and Marzano , R.J. 1990 . Putting the self in self‐regulated learning: The self as agent in integrating will and skill . Educational Psychologist , 25 (1) : 51 – 69 .
   Web of Science ®Google Scholar
• Orsmond , P. , Merry , S. and Reiling , K. 2005 . Biology students’ utilization of tutors’ formative feedback: a qualitative interview study . Assessment & Evaluation in Higher Education , 30 (4) : 369 – 386 .
   Google Scholar
• Person , N.K. , Graesser , A.C. , Magliano , J.P. and Kreutz , R.J. 1994 . Inferring what the student knows in one‐to‐one tutoring: The role of student questions and answers . Learning and Individual Differences , 6 (2) : 205 – 229 .
   Web of Science ®Google Scholar
• Pintrich , P.R. and De Groot , E.V. 1990 . Motivational and self‐regulated learning components of classroom academic performance . Journal of Educational Psychology , 82 (1) : 33 – 40 .
   Web of Science ®Google Scholar
• Prosser , M. and Trigwell , K. 1999 . Understanding learning and teaching: The experience in higher education , Buckingham : Society for Research in Higher Education and/Open University Press .
   Google Scholar
• Putnam , R.T. 1987 . Structuring and adjusting content for students: A study of live and simulated tutoring of addition . American Educational Research Journal , 24 : 13 – 48 .
   Web of Science ®Google Scholar
• Rabow , J. , Chin , T. and Fahimian , N. 1999 . Tutoring matters. Everything you always wanted to know about how to tutor , Philadelphia : Temple University Press .
   Google Scholar
• Scheier , M.F. and Carver , C.S. . Cognition, affect, and self‐regulation . Affect and cognition. The seventh annual Carnegie symposium on cogintion . Edited by: Clark , M.S. and Fiske , S.T. pp. 157 – 183 . Hillsdale, NJ : Lawrence Erlbam Associates .
   Google Scholar
• Slavin , R.E. 1987 . Making chapter 1 makes a difference . Phi Delta Kappan , 69 (2) : 110 – 119 .
   Web of Science ®Google Scholar
• Vygotsky , L.S. 1978 . Mind in society , London : Harvard University Press .
   Google Scholar
• Wilson , K. and Fowler , J. 2005 . Assessing the impact of learning environments on students’ approaches to learning: Comparing conventional and action learning designs . Assessment & Evaluation in Higher Education , 30 (1) : 87 – 101 .
   Google Scholar
• Zimmermann , B.J. 1986 . Development of self‐regulated learning: Which are the key processes? . Contemporary Educational Psychology , 16 : 307 – 313 .
   Google Scholar
• Zimmermann , B.J. 1990 . Self‐regulated learning and academic achievement: An overview . Educational Psychologist , 25 (1) : 3 – 17 .
   Web of Science ®Google Scholar
• Zuber‐Skerritt , O. 2002 . The concept of action learning . The Learning Organization , 9 (3) : 114 – 124 .
   Google Scholar