SIG Award


SIG - Studying and Self-Regulated Learning

Select Award:

The Barry J. Zimmerman Award for Outstanding Contribution

Graduate Student Research Award

Poster Award

 

The Barry J. Zimmerman Award for Outstanding Contribution

2024 Award Winner


Linda Bol
Old Dominion University

2023 Award Winner 
 

Steve Graham
Arizona State University
2022 Award Winner 
 

Hefer Bembenutty
Queens College

2021 Award Winner 
 

Stuart A. Karabenick
University of Michigan
2020 Award Winner 
 

Timothy J. Cleary
Rutgers, The State University of New Jersey

In Recognition of Your Exceptional Theoretical and Empirical Scholarship
2019 Award Winner 
 

Anastasia Kitsantas
George Mason University

In Recognition for Your Exceptional Theoretical And Empirical Applications of Self-Regulated Learning Across Diverse Disciplines

Graduate Student Research Award

2024 Award Winner


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."

2023 Award Winner 
 

Hye Yeon Lee
Pennsylvania State University

Rinat Levy Cohen
Fordham University

Muqing Nie
University of Victoria

Andrew Perry
The Ohio State University
2022 Award Winner 
 

Jaeyun Han
University of Kentucky

Michelle Bahena Olivares
University of Victoria

Samira Syal
North Carolina State University

Ying Wang
Georgia Institute of Technology

2021 Award Winner 
 

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

Studying Collective Problem Solving Regulation in an Immersive Open-Ended Museum Exhibit

Joseph C. Tise
The Pennsylvania State University

Response Latency to Self-Regulated Learning Scaffolds Relates to Metacognition and Course Performance
2020 Award Winner 
 

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
2019 Award Winner 
 

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

Poster Award

2024 Award Winner


Patricia Chen
The University of Texas at Austin

In recognition of the project, "A Strategic Mindset Predicts and Promotes Effective Learning and Performance."

2023 Award Winner 
 

August Masonheimer
The Ohio State University
2022 Award Winner 
 

Shan Li
McGill University

The Temporal Structures and Sequential Patterns of Self-Regulated Learning Behaviors in Clinical Reasoning
2021 Award Winner 
 

D. Jake Follmer
West Virginia University

The Executive Functions for Learning Inventory: Development, Validation, and Contributions to Strategy and Learning Beliefs
2020 Award Winner 
 

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
2019 Award Winner 
 

Tova Michalsky
Bar-Ilan University

Preservice Teachers' Professional Vision for and Capacity to Teach Self-Regulated Learning: Effects of Scaffolding Level