Student Motivation, Cognition, and Learning: Essays in Honor of Wilbert J. McKeachie

By Paul R. Pintrich; Donald R. Brown et al. | Go to book overview

5
Self-Regulated Learning in College Students:
Knowledge, Strategies, and Motivation

Paul R. Pintrich

The University of Michigan

Teresa Garcia

University of Texas at Austin

Our research the past five to eight years has focused on self-regulated learning in college students and has been conducted in close collaboration with Bill McKeachie on a number of different grants and research projects. The first project that brought Paul Pintrich and Bill McKeachie together was a National Science Foundation grant to develop and research a Learning to Learn course (see McKeachie, Pintrich, & Lin, 1985; Pintrich, McKeachie, & Lin, 1987). From this early collaboration on how to teach college students learning strategies and improve their motivation, we then moved on to a program of research on college student learning in general, funded through a fiveyear OERI grant to the National Center for Research to Improve Postsecondary Teaching and Learning (NCRIPTAL). It was then that Teresa Garcia joined the research team as a graduate student and has since been an active collaborator throughout these studies of college student learning. We did a number of correlational field studies of college student learning during this program of research (see Pintrich, 1989; Pintrich & Garcia, 1991), as well as developed a general model of college student motivation and self-regulated learning (see McKeachie,

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