Institution
Sacramento City College
Education•Sacramento, California, United States•
About: Sacramento City College is a education organization based out in Sacramento, California, United States. It is known for research contribution in the topics: Social cognitive theory & Self-regulated learning. The organization has 38 authors who have published 50 publications receiving 1447 citations. The organization is also known as: SCC & Sacramento City.
Topics: Social cognitive theory, Self-regulated learning, Academic advising, Learning development, Global warming
Papers
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TL;DR: In this paper, the authors review many of the potential stressors that may adversely affect animals living in captivity and present a suite of behavioral or physiological responses that will clearly indicate the cause of those responses; rather, it is up to us as managers and caretakers of animals in captivity to evaluate enclosures and husbandry practices to ensure the optimal well-being of animals.
839 citations
TL;DR: The authors used an analysis model to examine both the pragmatic aims and the linguistic forms of teachers' written commentary to student writing, and found that the teacher changed her responding strategies over the course of two semesters, that she provided different types of commentary on various genres of writing assignments, and that the amount of her feedback decreased as the term progressed.
230 citations
Journal Article•
73 citations
TL;DR: In this paper, a review of social cognitive theory constructs of self-efficacy and self-regulated learning is applied to academic advising for the purposes of assessing student learning, and the development of a model is presented to assess student learning outcomes in academic advising using these theoretical constructs.
Abstract: Review of social cognitive theory constructs of self-efficacy and self-regulated learning is applied to academic advising for the purposes of assessing student learning. A brief overview of the history of student learning outcomes in higher education is followed by an explanation of self-efficacy and self-regulated learning constructs and how they can be applied to academic advising. The article concludes with the development of a model for assessing student learning outcomes in academic advising using these theoretical constructs.
54 citations
52 citations
Authors
Showing all 38 results
| Name | H-index | Papers | Citations |
|---|---|---|---|
| John A. Polagruto | 10 | 11 | 794 |
| Matthew Owen | 9 | 27 | 696 |
| Ruth Lewin Sime | 6 | 23 | 215 |
| James Barrett | 4 | 7 | 57 |
| Richard J. Erlich | 3 | 3 | 77 |
| Joan Vorpahl | 3 | 4 | 13 |
| William J. W. Miller | 2 | 2 | 9 |
| Naola Vanorden | 2 | 2 | 5 |
| Gayle E. Pitman | 2 | 3 | 81 |
| Devoun R Stewart | 2 | 2 | 37 |
| Kari Forbes-Boyte | 2 | 4 | 8 |
| Shu Chen 陳舒 | 1 | 1 | 1 |
| Carol Dunstan | 1 | 1 | 9 |
| Michael Grofe | 1 | 2 | 10 |
| Tamara C. Cheshire | 1 | 1 | 41 |