The ‘Self-Regulated Learning Opportunities Questionnaire': a diagnostic instrument for teacher educators' professional development

References

• Bolhuis , S. and Voeten , M.J.M. 2001 . Toward self-directed learning in secondary schools: what do teachers do? . Teaching and teacher education , 17 ( 7 ) : 837 – 855 .
   Web of Science ®Google Scholar
• Butler , D.L. 2002 . Individualizing instruction in self-regulated learning . Theory into practice , 41 ( 2 ) : 81 – 92 .
   Web of Science ®Google Scholar
• Dembo , M.H. and Eaton , M.J. 2000 . Self-regulation of academic learning in middle-level schools . The elementary school journal , 100 ( 5 ) : 473 – 490 .
   Web of Science ®Google Scholar
• Eilam , B. and Aharon , I. 2003 . Students' planning in the process of self-regulated learning . Contemporary educational psychology , 28 ( 3 ) : 304 – 334 .
   Web of Science ®Google Scholar
• Elwood , J. and Klenowski , V. 2002 . Creating communities of shared practice: the challenges of assessment use in learning and teaching . Assessment & evaluation in higher education , 27 ( 3 ) : 243 – 256 .
   Google Scholar
• Hu , L.-T. and Bentler , P.M. 1998 . Fit indices in covariance structure modeling: sensitivity to underparameterized model specification . Psychological methods , 3 ( 4 ) : 424 – 453 .
   Web of Science ®Google Scholar
• Kirschner , F. 2009 . A cognitive load approach to collaborative learning: united brains for complex tasks . Educational psychological review , 21 ( 1 ) : 31 – 42 .
   Web of Science ®Google Scholar
• Kirschner , P.A. 2006 . Why minimal guidance during instruction does not work: an analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching . Educational psychologist , 41 ( 2 ) : 75 – 86 .
   Web of Science ®Google Scholar
• Kline , R.B. 2005 . Principles and practice of structural equation modeling , 2nd ed. , New York : Guilford .
   Google Scholar
• Könings , K.D. 2007 . Teachers' perspectives on innovations: implications for educational design . Teaching and teacher education , 23 ( 6 ) : 985 – 997 .
   Web of Science ®Google Scholar
• Korthagen, F., et al., 2000. New learning in teacher education. In: P.R.-J. Simons, J. van der Linden, and T. Duffy, eds. New learning. Dordrecht: Kluwer Academic, 243–259.
   Google Scholar
• Kremer-Hayon , L. and Tillema , H.H. 1999 . Self-regulated learning in the context of teacher education . Teaching and teacher education , 15 ( 5 ) : 507 – 522 .
   Web of Science ®Google Scholar
• Lunenberg , M. and Korthagen , F.A.J. 2003 . Teacher educators and student-directed learning . Teaching and teacher education , 19 ( 1 ) : 29 – 44 .
   Web of Science ®Google Scholar
• Marsh , H.W. 2004 . In search of golden rules: comment on hypothesis-testing approaches to setting cutoff values for fit indexes and dangers in overgeneralizing Hu and Bentler's (1999) findings . Structural equation modeling , 11 ( 3 ) : 320 – 341 .
   Web of Science ®Google Scholar
• Nietfeld , J.L. 2006 . The effect of distributed monitoring exercises and feedback on performance, monitoring accuracy, and self-efficacy . Metacognition and learning , 1 ( 2 ) : 159 – 179 .
   Google Scholar
• Nota , L. 2004 . Self-regulation and academic achievement and resilience: a longitudinal study . International journal of educational research , 41 ( 3 ) : 198 – 215 .
   Google Scholar
• Pintrich , P.R. 2000 . “ The role of goal orientation in self-regulated learning ” . In Handbook of self-regulation , Edited by: Boekaerts , M. , Pintrich , P.R. and Zeidner , M. 451 – 502 . San Diego , CA : Academic Press .
   Google Scholar
• Pintrich , P.R. 2004 . A conceptual framework for assessing motivation and self-regulated learning in college students . Educational psychology review , 16 ( 4 ) : 385 – 407 .
   Web of Science ®Google Scholar
• Russell, D.W., 2002. In search of underlying dimensions: the use (and abuse) of factor analysis in Personality and social psychology bulletin. Personality and social psychology bulletin, 28 (12), 1629–1646.
   Google Scholar
• Schunk , D.H. 2007 . “ Attributions as motivators of self-regulated learning ” . In Motivation and self-regulated learning , Edited by: Schunk , D.H. and Zimmerman , B.J. 245 – 266 . New York : Lawrence Erlbaum Associates .
   Google Scholar
• Schunk , D.H. and Ertmer , P.A. 2000 . “ Self-regulation and academic learning ” . In Handbook of self-regulation , Edited by: Boekaerts , M. , Pintrich , P.R. and Zeidner , M. 631 – 649 . San Diego , CA : Academic Press .
   Google Scholar
• Schunk , D.H. and Zimmerman , B. 2007 . Influencing children's self-efficacy and self-regulation of reading and writing through modelling . Reading and writing quarterly , 23 ( 1 ) : 7 – 25 .
   Google Scholar
• Sundre , D.L. and Kitsantas , A. 2004 . An exploration of the psychology of the examinee: can examinee self-regulation and test-taking motivation predict consequential and non-consequential test performance? . Contemporary educational psychology , 29 ( 1 ) : 6 – 26 .
   Web of Science ®Google Scholar
• Valle , A. 2003 . Cognitive, motivational, and volitional dimensions of learning . Research in higher education , 44 ( 5 ) : 557 – 580 .
   Web of Science ®Google Scholar
• VanderStoep , S.W. 1996 . Disciplinary differences in self-regulated learning in college students . Contemporary educational psychology , 21 ( 4 ) : 345 – 362 .
   PubMed Web of Science ®Google Scholar
• Van Merriënboer , J.J.G. and Kirschner , P.A. 2007 . Ten steps to complex learning , Mahwah , NJ : Erlbaum .
   Google Scholar
• Veenman , M.V.J. 2006 . Metacognition and learning: conceptual and methodological considerations . Metacognition and learning , 1 ( 1 ) : 3 – 14 .
   Google Scholar
• Vermunt , J.D. and Verloop , N. 1999 . Congruence and friction between learning and teaching . Learning and instruction , 9 ( 3 ) : 257 – 280 .
   Web of Science ®Google Scholar
• Vrieling , E.M. 2010 . Process-oriented design principles for promoting self-regulated learning in primary teacher education . International journal of educational research , 49 ( 4–5 ) : 141 – 150 .
   Google Scholar
• Vrieling , E.M. 2012a . Effects of increased self-regulated learning opportunities on student teachers' motivation and use of metacognitive skills . Australian journal of teacher education , 37 ( 6 ) : 110 – 125 .
   Google Scholar
• Vrieling , E.M. 2012b . Effects of increased self-regulated learning opportunities on student teachers' metacognitive and motivational development . International journal of educational research , 53 : 251 – 263 .
   Google Scholar
• Wigfield , A. 2007 . “ The role of achievement values in the regulation of achievement behaviours ” . In Motivation and self-regulated learning , Edited by: Schunk , D.H. and Zimmerman , B.J. 169 – 195 . New York : Lawrence Erlbaum Associates .
   Google Scholar
• Zimmerman , B.J. 2001 . “ Theories of self-regulated learning and academic achievement: an overview and analysis ” . In Self-regulated learning and academic achievement: theoretical perspectives , Edited by: Zimmerman , B.J. and Schunk , D.H. 1 – 37 . Mahwah , NJ : Lawrence Erlbaum .
   Google Scholar