I investigate how children and adolescents steer and direct their own learning process. I developed the dual processing self-regulation model, which describes the interaction between motivation, volition and learning in actual learning situations. This model was used to develop a custom-built, integrative assessment tool that can capture the self regulation of the writing process in real time.
Towards a theory of learning based on individual differences (Tilburg University, 30th November, 1978)
Boekaerts, M., & Corno, L. (2005). Self-Regulation in the Classroom: A perspective on Assessment and Intervention. Applied Psychology: An International Review, 54(2) 199-231.
Boekaerts, M. (2006). Self-regulation and effort investment. In E. Sigel, & K. A. Renninger, (Vol. Eds.), Handbook of Child Psychology, Vol. 4, Child Psychology in Practice, (pp. 345-377). Hoboken, NJ: John Wiley & Sons.
Boekaerts, M., De Koning, E., & Vedder, P. (2006). Goal directed behavior and contextual factors in the classroom: An innovative approach to the study of multiple goals, Educational Psychologist, Vol. 41(1), 33-51.
Center for the Study of Education and Instruction
Wassenaarseweg 52, 2333 AK Leiden
P.O. Box 9555, 2300 RB Leiden
Tel. ++31 71 527 1861
Fax ++31 71 527 3619