Select Award:
The Barry J. Zimmerman Award for Outstanding Contribution
Graduate Student Research Award
Poster Award
Jesús de la Fuente Arias University of Navarra
Linda Bol Old Dominion University
Steve Graham Arizona State University
Hefer Bembenutty Queens College
Stuart A. Karabenick University of Michigan
Timothy J. Cleary Rutgers, The State University of New Jersey
In Recognition of Your Exceptional Theoretical and Empirical Scholarship
Anastasia Kitsantas George Mason University
In Recognition for Your Exceptional Theoretical And Empirical Applications of Self-Regulated Learning Across Diverse Disciplines
Bethany Rittle-Johnson Vanderbilt University
Cristina Zepeda Vanderbilt University
Rebecca Adler Vanderbilt University
Xinran (Wendy) Wang Vanderbilt University
For paper "Testing the Agenda-Based Regulation Model with Worked Examples and Problem-Solving."
Melani A. Loney Old Dominion University
In recognition of the project, "Effects of Self-Regulated Learning on Community College Students' Metacognition, Motivation, and Achievement in Geoscience Courses."
Sophie von der Muelbe University of Augsburg
In recognition of the project, "Effects of Frequency, Situation-Specific Fit, and Application Quality of Motivational Regulation Strategies on Students' Well-Being."
Hye Yeon Lee Pennsylvania State University
Rinat Levy Cohen Fordham University
Muqing Nie University of Victoria
Andrew Perry The Ohio State University
Jaeyun Han University of Kentucky
Michelle Bahena Olivares University of Victoria
Samira Syal North Carolina State University
Ying Wang Georgia Institute of Technology
Cassandra Gonzales Texas State University
A Meta-Analytic Investigation of Academic Help-Seeking and Achievement Among Postsecondary Students
Melissa Quackenbush Old Dominion University
Effects of Self-Regulated Learning (SRL) Training on Teachers' SRL, Self-Efficacy, and Perceived Instructional Effectiveness in Computer-Supported Collaborative Learning Environments
Rinat Levy-Cohen Fordham University
Joseph C. Tise The Pennsylvania State University
Olena Kryshko University Duisburg- Essen
The Role Of Motivational Self-Regulation And Student Motivation In Predicting Satisfaction With Academic Studies
Andrew Holmes Perry The Ohio State University - Columbus
Help-Seeking And Help-Giving In Post-Secondary Physics: The Roles Of Course Context And Gender
Lisa M. Ridgley Duke University
Task Difficulty And Self-Regulated Learning (Srl): The Importance Of Student Perceptions Of Difficulty
Lisa Bäulke University Of Augsburg
Academic Procrastination And Characteristics Of The Instructional Context: A Multivariate Two-Level Analysis Of Higher-Education Courses
Soojeong Jeong Utah State University
Changes In Self-Regulated Learning Profile During A Peer-Based Intervention In Undergraduate Students
MeganClaire Cogliano Nevada State College
Impact of a Retrieval Practice Intervention on Undergraduates' Monitoring and Control Processes Using Feedback
Yeo-eun Kim The Ohio State University
An Evaluation of the Distinction between the Four Areas of Self-Regulated Learning
Sarah Davis University of Victoria
Examining the Interplay between Psychological Well-Being and Self-Regulated Learning around Academic Challenges
Patricia Chen The University of Texas at Austin
In recognition of the project, "A Strategic Mindset Predicts and Promotes Effective Learning and Performance."
August Masonheimer The Ohio State University
Shan Li McGill University
The Temporal Structures and Sequential Patterns of Self-Regulated Learning Behaviors in Clinical Reasoning
D. Jake Follmer West Virginia University
The Executive Functions for Learning Inventory: Development, Validation, and Contributions to Strategy and Learning Beliefs
Susanne P. Lajoie McGill University Shan Li McGill University
Juan Zheng McGill University
Emotion Or Emotion Variability: What Matters to Students' Performance in Clinical Reasoning
Tova Michalsky Bar-Ilan University
Preservice Teachers' Professional Vision for and Capacity to Teach Self-Regulated Learning: Effects of Scaffolding Level