Volition & Self-Regulation

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Azevedo, R., & Cromley, J. G. (2004). Does training on self-regulated learning facilitate student' learning with hypermedia? Journal of Educational Psychology, 96(3), 523-535.

 

Azevedo, R., Cromley, J. G., & Seibert, D. (2004). Does Adaptive Scaffolding Facilitate Students' Ability to Regulate their Learning with Hypermedia? Contemporary Educational Psychology, 29, 344-370.

 

Baddeley, A., Chincotta, D., & Adlam, A. (2001). Working Memory and the Control of Action: Evidence From Tast Switching. Journal of Experimental Psychology, 130(3), 641-657.

 

Bamberg, S. (2000). The Promotion of New Behavior by Forming an Implementation Intention: Results of a Field Experiment in the Domain of Trave Mode Choice. Journal of Applied Social Psychology, 30(9), 1903-1922.

 

Bargh, J. A., & Gollwitzer, P. M. (1994). Environmental Control of Goal-directed Action: Automatic and Strategic Contingencies between Situations and Behavior. In W. D. Spaulding (Ed.), Integrative View of Motivation, Cognition, and Emotion. 41. Nebraska Symposium on Motivation (pp. 71-124). Lincoln: University of Nebraska Press.

 

Bargh, J. A., Gollwitzer, P. M., Lee-Chai, A., Barndollar, K., & Trötschel, R. (2001). The Automated Will: Nonconscious Activation and Pursuit of Behavioral Goals. Journal of Personality and Social Psychology, 81(6), 1014-1027.

 

Bielaczyk, K., Pirolli, P., & Brown, A. (1995). Training in Self-Explanation and Self-Regulation Strategies: Investigating the Effects onf Knowledge Acquisition Activities on Problem Solving. Cognition and Instruction, 13(2), 221-252.

 

Boekaerts, M., Pintrich, P. R., & Zeidner, M. (2000). Handbook of Self-Regulation. San Diego: Academic Press.

 

Brandstätter, V., Lengfelder, A., & Gollwitzer, P. M. (2001). Implementation Intentions and Efficient Action Initiation. Journal of Personality and Social Psychology, 81(5), 946-960.

 

Cleary, T. J., & Zimmerman, B. J. (2004). Self-Regulation Empowerment Program: A School-Based Program to Enhance Self-Regulated and Self-Motivated Cycles of Student Learning. Psychology in the Schools, 41(5), 537-550.

 

Corno, L. (1993). The Best-Laid Plans. Modern Conceptions of Educational Research. Educational Researcher, 22(2), 14-22.

 

Corno, L. (1994). Student volition and education: Outcomes, influences and practices. In D. H. Schunk & B. J. Zimmermann (Eds.), Self-regulation of learning and performance. Issues and educational applications (pp. 229-254). Hilldale, N.J.: Erlbaum.

 

Corno, L. (2001). Volitional Aspects of Self-Regulated Learning. In B. J. Zimmerman & D. H. Schunk (Eds.), Self-Regulated Learning and Academic Achievement. Theoretical Perspectives (Second Edition) (pp. 191-226). Mahawah, N.J.: Erlbaum.

 

Corno, L., & Kanfer, R. (1993). The role of volition in learning and performance. Review of Research in Education, 19, 301-341.

 

Corno, L., & Randi, J. (1999). A Design Theory for Classroom Instruction in Self-Regulated Learning? In C. M. Reigeluth (Ed.), Instructional-design theories and models (Vol. 2, pp. 293-318). Mahawah, N.Y.: Erlbaum.

 

Deimann, M. (2004). The volitional instructional design model (VIM) - Development and empirical examination (pp. 15). Tallahassee, FL: Florida State University, Department of Educational Psychology and Learning Systems.

 

Deimann, M., & Keller, J. M. (2004). Implementation intentions - A volitional tool to reduce cognitive load in multimedia learning: A proposal (pp. 20). Tallahassee, FL: Florida State University, Instructional Systems Program.

 

Deimann, M., & Keller, J. M. (2006). Volitional aspects of multimedia learning. Journal of Educational Multimedia and Hypermedia, 15(2), 137-158.

 

Dewitte, S., & Lens, W. (1999). Volition: Use with Measure. Learning & Individual Differences, 11(3), 321-331.

 

Garcia, T., McCann, E., Turner, J. E., & Roska, L. (1998). Modeling the Mediating Role of Volition in the Learning Process. Contemporary Educational Psychology, 23, 392-418.

 

Gardner, R. C. (1982). Language attitudes and language learning. In E. B. R. H. Giles (Ed.), Attitudes towards language variation (pp. 132-147): Edward Arnold.

 

Gollwitzer, P. M. (1999). Implementation Intentions. Strong Effects of Simple Plans. American Psychologist, 54(7), 493-503.

 

Gollwitzer, P. M. (2000). Volition. In A. E. Kazdin (Ed.), Encyclopedia of Psychology (pp. 210-214). Washington, D.C.: American Psychology Association.

 

Gollwitzer, P. M., Heckhausen, H., & Ratajczak, H. (1990). From Weighing to Willing: Approaching a Change Decision through Pre- or Postdecisional Mentation. Organizational Behavior and Human Decision Process, 45, 41-65.

 

Gollwitzer, P. M., & Moskowitz, G. B. (1996). Goal Effects on Action and Cognition. In E. T. Higgins & A. K. Kruglanski (Eds.), Social Psychology: Handbook of basic principles (pp. 361-399). New York: Guilford Press.

 

Kim, C. M., & Keller, J. M. (2008). Effects of motivational and volitional email messages (MVEM) with personal messages on undergraduate students’ motivation, study habits and achievement. British Journal of Educational Technology, 39(1), 36-51.

 

Koole, S., & Spijker, M. V. t. (2000). Overcoming the Planning Fallacy through Willpower: Effects of Implementation Intentions on Actual and Predicted Task-Completion Times. European Journal of Social Psychology, 30, 873-888.

 

Kuhl, J. (1984). Volitional aspects of achievement motivation and learned helplessness: Toward a comprehensive theory of action control. In B. A. Maher & W. B. Maher (Eds.), Progress in Experimental Personality Research (pp. 101-171). Orlando: Academic Press.

 

Kuhl, J. (1987). Action control: The maintenance of motivational states. In F. Halisch & J. Kuhl (Eds.), Motivation, Intention and Volition (pp. 279-291). Berlin: Springer.

 

Kuhl, J. (1992). A theory of self-regulation. Action versus state orientation, self-discrimination and some applications. Applied Psychology: An International Review, 41, 97-129.

 

McCann, E., & Garcia, T. (1999). Maintaining Motivation and Regulating Emotion: Measuring Individual Differences in Academic Volitional Strategies. Learning & Individual Differencies, 11(3), 259-291.

 

Oettingen, G., Hönig, G., & Gollwitzer, P. M. (2000). Effective self-regulation of goal-attainment. International Journal of Educational Research, 33, 705-732.

 

Oettingen, G., Pak, H.-j., & Schnetter, K. (2001). Self-Regulation of Goal Setting: Turning Free Fantasies About the Future into Binding Goals. Journal of Personality and Social Psychology, 80(5), 736-753.

 

Orbell, S., Hodgkins, S., & Sheeran, P. (1997). Implementation Intentions and the Theory of Planned Behavior. Personality and Social Psychology Bulletin, 23(9), 945-954.

 

Orbell, S., & Sheeran, P. (2000). Motivational and Volitional Processes in Action Initiation: A Field Study of the Role of Implementation Intentions. Journal of Applied Social Psychology, 30(4), 780-797.

 

Patterson, C. J., & Mischel, W. (1976). Effects of tempation-inhibiting and task-facilitating plans of self-control. Journal of Personality and Social Psychology, 33, 209-217.

 

Pekrun, R., Goetz, T., Titz, W., & Perry, R. P. (2002). Academic Emotions in Students' Self-Regulated Learning and Achievement: A Program of Qualitative and Quantitative Research. Educational Psychologist, 37, 91-105.

 

Perry, R. P., Hladkyj, S., Pelletier, S. T., & Pekrun, R. (2001). Academic Control and Action Control in the Achievement of College Students: A Longitudinal Field Study. Journal of Educational Psychology, 93(4), 776-789.

 

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, CA: Academic Press.

 

Randi, J., & Corno, L. (2000). Teacher Innovations in Self-Regulated Learning. In M. Boekaerts, P. R. Pintrich & M. Zeidner (Eds.), Handbook of Self-Regualtion (pp. 651-685). San Diego: Academic Press.

 

Rheinberg, F., Vollmeyer, R., & Burns, B. D. (2000). Motivation and Self-Regulated Learning. In J. Heckhausen (Ed.), Motivational Psychology of Human Development. Amsterdam: Elsevier.

 

Rise, J., Thompson, M., & Verplanken, B. (2003). Meassuring Implementation Intentions in the Context of the Theory of Planned Behaviour. Scandinavian Journal of Psychology, 44, 87-95.

 

Simons, P. R.-J., & DeJong, F. P. C. M. (1992). Self-Regulation and Computer-aided Instruction. Applied Psychology: An International Review, 41(4), 333-346.

 

Ulich, D., Brandstätter, V., & Gollwitzer, P. M. (1996). Emotion, Motivation und Volition. In D. Dörner & H. Selg (Eds.), Psychologie: Eine Einführung in ihre Grundlagen und Anwendungsfelder. Stuttgart: Kohlhammer.

 

VanZile-Tamsen, C. (2002). Assessing and Promoting Self-Regulated Strategy Use. Journal of College Counseling, 5(2), 182-186.

 

Vohs, K. D., & Baumeister, R. F. (2004). Understanding Self-Regulation. In R. F. Baumeister & K. D. Vohs (Eds.), Handbook of Self-Regulation. Research, Theory, and Applications. New York: Guilford Press.

 

Webb, T. L., & Sheeran, P. (2003). Can implementation intentions help to overcome ego-depletion? Journal of Experimental Social Psychology, 39, 279-286.

 

Wolters, C. (1998). Self-regulated learning and college student's regulation of motivation. Journal of Educational Psychology, 90, 224-235.

 

Zimmerman, B. J. (1989). A social cognitive view of self-regulated academic learning. Journal of Educational Psychology, 81, 329-339.

 

Zimmerman, B. J. (2001). Theories of Self-Regulated Learning and Academic Achievement: An Overview and Analysis. In B. J. Zimmerman & D. H. Schunk (Eds.), Self-Regulated Learning and Academic Achievement. Theoretical Perspectives (pp. 1-38). Mahwah, N.J.: Erlbaum.

 

Zimmerman, B. J. (2002). Becoming a Self-Regulated Learner: An Overview. Theory into Practice, 41(2), 64-70.

 

Zimmerman, B. J., & Schunk, D. H. (Eds.). (2001). Self-Regulated Learning and Academic Achievement. Theoretical Perspectives (Second Edition). Mahawah, N.J.: Erlbaum.