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Hogrebe, J. M. (2015). Self-Regulated Learning and Motivation Belief Differences among Gifted and Non-Gifted Middle School Students across Achievement Levels. Doctoral Dissertation.

has been cited by the following article:

• TITLE: A Review of the Self-Regulation Strategy Inventory—Self-Report (SRSI-SR)

  AUTHORS: Joseph Tise, D. Jake Follmer, Rayne A. Sperling

  KEYWORDS: Self-Regulation, Learning Strategies, Systematic Review, Motivation

  JOURNAL NAME: Psychology, Vol.10 No.3, February 21, 2019

  ABSTRACT: This work presents a systematic review of the Self-Regulation Strategy Inventory—Self Report (SRSI-SR). Theoretically grounded in Zimmerman’s three-phase model of self-regulated learning (SRL), the SRSI-SR provides information about learners’ use of three broad types of self-regulation strategies. Google Scholar, PsycINFO, and ProQuest were searched to identify studies referencing the SRSI-SR; 18 studies met the inclusion criteria. Studies were coded based upon: 1) Likert scale type employed, 2) type of study conducted, 3) student grade level, 4) school subject area, and 5) other constructs also examined, such as motivation and achievement. Overall, the SRSI-SR is emerging as a sound measure of SRL strategy use. Validity and reliability information, gaps in current knowledge about the measure, and future research recommendations are also discussed in more detail.