Papers by Maria Dibenedetto
Self-regulated learning refers to the processes used by learners to systematically and actively a... more Self-regulated learning refers to the processes used by learners to systematically and actively attain their personal goals. As such, it involves an individual’s use of cognition, behavior, and affect to sustain this pursuit (Zimmerman & Schunk, 2011 ). Bandura’s ( 2012 ) social cognitive theory explains individual learning, development, acquisition of knowledge, and self-regulated competency within a social context, in which parents, peers, and teachers play a signifi cant role as social models. Social cognitive theory research has been of interest to educators, parents, and policymakers because of its explanatory power in understanding human development,
its practicality, and its applicability to learning. A unique contribution of social cognitive theory is its emphasis on the triadic interaction between the person, behavior, and the environment. This triadic model accounts for how individuals are not dependent exclusively on the environment but are able to manipulate, react, and influence their environment. Personal factors such as cognition and affect also come into play.
The Common Core State Standards for English Language Arts created new challenges for teachers and... more The Common Core State Standards for English Language Arts created new challenges for teachers and pre-service instructors. Self-regulated learning, using one’s thoughts, feelings, and behaviors to reach goals, can help students become independent, self-directed learners. This book provides educators the support they need to apply the principles of self-regulated learning in their teaching for success with the Common Core. In this book, Marie C. White and Maria K. DiBenedetto present information on how to apply academic self-regulation by integrating two models: one which addresses how students develop self-regulatory competence, the other which focuses on the various processes within the three phases of self-regulated learning. In addition, Self-Regulation and the Common Core provides specific lesson plans for grades K-12, using the standards and the integrated framework to promote higher order thinking and problem-solving activities. Sample pages are available at: http://www.book2l...
Self-efficacy, or perceived capabilities for learning or performing actions at designated levels,... more Self-efficacy, or perceived capabilities for learning or performing actions at designated levels, is grounded in Bandura's social cognitive theory that postulates reciprocal interactions among personal, behavioral, and social and environmental factors. Self-efficacy has been shown to influence various achievement outcomes, including motivation, learning, and self-regulation. Calibration, or how well self-efficacy corresponds to performance, can affect students' motivation and achievement. Selfefficacy is important for teachers as well as students. Areas for future self-efficacy research include assessment, developmental changes, cultural comparisons, and applications to learning with technology.
The current study examined the associations between self-regulation of learning, academic perform... more The current study examined the associations between self-regulation of learning, academic performance, and employment beliefs of graduate business students and compared the differences among these variables for students attending full-time or part-time. Findings suggest there are differences in the relationship between students' self-efficacy for learning the MBA program's learning goals and GPA by program membership. GMAT was the primary predictor of GPA for part-time students whereas students' self-efficacy for quantitative analysis and technology literacy was the strongest predictor of GPA for full-time students, over and above the GMAT. Employment related attitudes were also assessed and found to differ by program membership. Part-time students had a stronger relationship between individual learning goals and their beliefs about their marketability and their ability to obtain future employment than full-time MBA students.
This article appeared in a journal published by Elsevier. The attached copy is furnished to the a... more This article appeared in a journal published by Elsevier. The attached copy is furnished to the author for internal non-commercial research and education use, including for instruction at the authors institution and sharing with colleagues. Other uses, including reproduction and distribution, or selling or licensing copies, or posting to personal, institutional or third party websites are prohibited. In most cases authors are permitted to post their version of the article (e.g. in Word or Tex form) to their personal website or institutional repository. Authors requiring further information regarding Elsevier's archiving and manuscript policies are encouraged to visit: http://www.elsevier.com/copyright
Differences in self-regulatory processes of fifty-one high school juniors who were high, average,... more Differences in self-regulatory processes of fifty-one high school juniors who were high, average, or low achieving students in science were studied using a microanalytic methodology. It was hypothesized that high science achievers would engage in more subprocesses of Zimmerman's cyclical phase model of self-regulated learning (SRL), spend more time studying, and display higher test performance scores than average or low achieving science students. Gender differences in self-regulation and learning of science were also studied. Students were individually given a science passage to read, study, and be tested upon. A microanalytic methodology was developed to assess students' thoughts, feelings, and behavior about science learning during forethought, performance, and self-reflection phases. Trend analyses revealed twelve positive linear relations between students' level of achievement and their level of self-regulation, study time, and science performance. The size of each of these linear effects was large. It was concluded that students who are high achievers in science learning tend to use more of the subprocesses in Zimmerman's three phase model than those who are average and low achievers regardless of gender. Significant study time differences were also found with the high and average achievers spending more time studying than the low achievers.
We sought to determine the construct and predictive validity of a microanalytic approach to captu... more We sought to determine the construct and predictive validity of a microanalytic approach to capture the subprocesses
within the three phases of self-regulated learning (SRL). Subprocesses included students' use of
strategic planning, metacognition, task strategies, and self-evaluative standards. Fifty-one high school juniors
were assessed as they read, studied, and were tested on a science passage. The results of the microanalytic
measures were compared with the previously validated RSSRL Scale. Hierarchical regression revealed that
microanalytic measures shared significant variance with the RSSRL. In addition to this construct validity,
the former measures displayed greater predictive validity of science learning. Regression revealed a linear increase
in SRL among students from different achievement levels. Case studies of a student at each level demonstrated
how the microanalysis can provide finely detailed information about SRL. The results suggest that
phase-linked microanalytic measures of SRL have potential diagnostic value for guiding instructional interventions
in science.
Federal efforts to improve American students' achievement through high-stakes testing have led to... more Federal efforts to improve American students' achievement through high-stakes testing have led to significant concerns about the fairness and effectiveness of standardized tests. We attribute these concerns to the use of summative tests to assess academic progress without the benefits of an effective formative model of assessment and instruction, such as mastery learning. Historically, mastery learning models emerged as a reaction to the misuse of psychometric models of assessment for instructional purposes. Differences between these models are discussed along with a more recent form of mastery assessment, curriculum-based measurement. Apprehensions about the summative testing requirements of No Child Left Behind are considered along with efforts to make these tests fairer, such as the inclusion of a growth provision. Finally, we identified a mastery learning intervention program in mathematics in a high school that achieved national recognition, and we interviewed participating teachers and students. They reported the positive academic and motivational outcomes expected of a mastery learning approach and a few concerns about drawbacks associated with high-stakes testing. C 2008 Wiley Periodicals, Inc. In an era of increased testing to ensure accountability, many educators are questioning the wisdom and fairness of standardized tests for evaluating instructional effectiveness. Frequently, teachers feel compelled to " teach to tests " that do not reflect their curriculum, and to compound matters, feedback from these tests is seldom viewed as helpful in rendering instructional decisions to assist a particular student (Amrein & Berliner, 2002). As a result of these and other problems, a number of educators have recommended abandoning standardized tests as measures of accountability despite widespread concern about the quality of instruction in American schools. That concern, expressed by many parents, educators, and politicians, stems from extensive evidence of low achievement by American students (National Commission on Education, 1983). This deficit in attainment has been attributed (often unfairly) to teachers who are poorly trained or unmotivated, classroom or school environments that do not promote academic learning, and school administrators with little incentive to improve. Critics argue that schools are not preparing students for higher education or for entering the workforce as viable employees because of a lack of accountability (National Commission on Writing, 2004), and federal acts, such as No Child Left Behind (NCLB, 2001), are levying severe penalties to underachieving schools in mathematics and reading. These dire consequences have compelled many school districts to engage in repeated summative testing (i.e., for evaluating ultimate success or failure) in order to prepare students for the decisive exam at the end of the school year. Some teachers complain that this constant testing reduces instructional time, especially in academic content areas outside of reading and mathematics, such as social studies, science, art, and music (Dillon, 2006). Furthermore, teachers are seldom given guidance for using test results to improve instruction, and as a result, their motivation and that of their students can be easily undermined by adverse feedback. The dilemma is how can schools be improved without experiencing these limitations of standardized testing? In this article, we suggest that many of these limitations can be avoided by including formative assessment and an instruction component designed to enhance mastery learning. But first, let us briefly recount the emergence of a mastery model historically.
Books by Maria Dibenedetto
The Common Core State Standards for English Language Arts created new challenges for teachers and... more The Common Core State Standards for English Language Arts created new challenges for teachers and pre-service instructors. Self-regulated learning, using one’s thoughts, feelings, and behaviors to reach goals, can help students become independent, self-directed learners. This book provides educators the support they need to apply the principles of self-regulated learning in their teaching for success with the Common Core. In this book, Marie C. White and Maria K. DiBenedetto present information on how to apply academic self-regulation by integrating two models: one which addresses how students develop self-regulatory competence, the other which focuses on the various processes within the three phases of self-regulated learning. In addition, Self-Regulation and the Common Core provides specific lesson plans for grades K-12, using the standards and the integrated framework to promote higher order thinking and problem-solving activities.
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Papers by Maria Dibenedetto
its practicality, and its applicability to learning. A unique contribution of social cognitive theory is its emphasis on the triadic interaction between the person, behavior, and the environment. This triadic model accounts for how individuals are not dependent exclusively on the environment but are able to manipulate, react, and influence their environment. Personal factors such as cognition and affect also come into play.
within the three phases of self-regulated learning (SRL). Subprocesses included students' use of
strategic planning, metacognition, task strategies, and self-evaluative standards. Fifty-one high school juniors
were assessed as they read, studied, and were tested on a science passage. The results of the microanalytic
measures were compared with the previously validated RSSRL Scale. Hierarchical regression revealed that
microanalytic measures shared significant variance with the RSSRL. In addition to this construct validity,
the former measures displayed greater predictive validity of science learning. Regression revealed a linear increase
in SRL among students from different achievement levels. Case studies of a student at each level demonstrated
how the microanalysis can provide finely detailed information about SRL. The results suggest that
phase-linked microanalytic measures of SRL have potential diagnostic value for guiding instructional interventions
in science.
Books by Maria Dibenedetto
its practicality, and its applicability to learning. A unique contribution of social cognitive theory is its emphasis on the triadic interaction between the person, behavior, and the environment. This triadic model accounts for how individuals are not dependent exclusively on the environment but are able to manipulate, react, and influence their environment. Personal factors such as cognition and affect also come into play.
within the three phases of self-regulated learning (SRL). Subprocesses included students' use of
strategic planning, metacognition, task strategies, and self-evaluative standards. Fifty-one high school juniors
were assessed as they read, studied, and were tested on a science passage. The results of the microanalytic
measures were compared with the previously validated RSSRL Scale. Hierarchical regression revealed that
microanalytic measures shared significant variance with the RSSRL. In addition to this construct validity,
the former measures displayed greater predictive validity of science learning. Regression revealed a linear increase
in SRL among students from different achievement levels. Case studies of a student at each level demonstrated
how the microanalysis can provide finely detailed information about SRL. The results suggest that
phase-linked microanalytic measures of SRL have potential diagnostic value for guiding instructional interventions
in science.