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Zimmerman, B. J. (2000). Attaining self-regulation: A social cognitive perspective. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 13-39). New York: Academic Press. doi:10.1016/B978-012109890-2/50031-7

has been cited by the following article:

• TITLE: Advancing Task Involvement, Intrinsic Motivation and Metacognitive Regulation in Physical Education Classes: The Self-Check Style of Teaching Makes a Difference

  AUTHORS: Athanasios Papaioannou, Argiris Theodosiou, Marina Pashali, Nikolaos Digelidis

  KEYWORDS: Self-Check; Achievement Goals; Metacognition

  JOURNAL NAME: Advances in Physical Education, Vol.2 No.3, August 27, 2012

  ABSTRACT: It was hypothesized that “self-check” style of teaching would be more preferable in terms of creating a mastery-oriented climate, and promoting adaptive achievement goals, intrinsic motivation and metacognitive activity in physical education classes. Two hundred seventy-nine (N = 269) 6-grade students were randomly divided into two groups that were taught four consecutive physical education lessons of the same content following either “practice” or “self-check” styles of teaching respectively. Students responded on questionnaires prior and after the intervention. Results revealed significant interactions between groups and measurements. Students in the “self-check” style group scored higher in scales measuring mastery-oriented climate, mastery goal, intrinsic motivation and metacognitive processes and lower in scales measuring performance-goals and performance-oriented motivational climate. These results underscore the importance of using styles of teaching that enhance opportunities for deep cognitive processing and promote mastery-goals and mastery-oriented climates.