Self-Regulated Learning: The Educational Legacy of Paul R. Pintrich

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Dale H. Schunk, Dean (Creator)
The University of North Carolina at Greensboro (UNCG )
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Abstract: Paul R. Pintrich was a leading figure in the field of self-regulated learning. This article discusses some of Paul’s major contributions: (a) formulating a conceptual framework for studying self-regulated learning comprising phases (forethought, planning, activation; monitoring; control; reaction, reflection) and areas for self-regulation (cognition, motivation, behavior, context); (b) emphasizing the role of motivation in self-regulation; (c) conducting research linking learning, motivation, and self-regulation; (d) exploring the development of and interventions to enhance self-regulatory processes; (e) investigating how the complexities of classrooms and schools affect self-regulation; and (f) helping to develop the MSLQ to assess self-regulated learning, cognition, and motivation. Paul’s writings provide ideas for future research on self-regulated learning. Paul Pintrich left a rich legacy through his theoretical elaboration, exemplary research, dissemination and advocacy, and personal and professional friendships.

Additional Information

Educational Psychologist, 40, 85-94.
Language: English
Date: 2005
Self-regulation, Self-motivation, Self-directed learning, Students, Memoriam, Paul R. Pintrich

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