Cover not available

Article published In: The Development of Professional Competence
Edited by Maureen Ehrensberger-Dow, Birgitta Englund Dimitrova and Séverine Hubscher-Davidson
[Translation and Interpreting Studies 9:1] 2014
► pp. 128–149

Get fulltext from our e-platform
JBE logo with link
PDF logo with download linkDownload PDF
authorization required

The role of self-regulatory processes in the development of interpreting expertise

Published online: 7 July 2014
DOI logo with link
https://doi.org/10.1075/tis.9.1.07hil
This article argues for the need to integrate self-regulatory processes in models of adaptive interpreting expertise. It presents the results of an analysis of self-regulatory competence of experts and novice interpreters, using data from retrospective studies, interviews, and performance analysis. The findings revealed differences between the two groups with respect to the following processes: metacognition, emotion regulation, self-observation, and self-judgment. On the basis of these findings, recommendations for training and professional development opportunities as well as for further research are discussed.
References (59)
Alexander, Patricia A. 2008. “Why This and Why Now? Introduction to the Special Issue on Metacognition, Self-Regulation, and Self-Regulated Learning.” Educational Psychology Review 20(4): 369–372. Google Scholar logo with link to Google Scholar
Alvstad, Cecilia, Adelina Hild, and Elisabet Tiselius. 2011. “Methods and Strategies of Research.” In Methods and Strategies of Process Research: Integrative Approaches in Translation Studies, ed. by Cecilia Alvstad, Adelina Hild, and Elisabet Tiselius, 1–13. Amsterdam: John Benjamins. Google Scholar logo with link to Google Scholar
Atkinson, Richard C., and Richard M. Shiffrin. 1968. “Human Memory: A Proposed System and Its Control Processes.” In The Psychology of Learning and Motivation, vol. 21, ed. by Kenneth W. Spence, and Janet T. Spence, 89–195. New York: Academic Press. Google Scholar logo with link to Google Scholar
Baddeley, Alan. 2007. Working Memory, Thought and Action. Oxford: Oxford University Press. Google Scholar logo with link to Google Scholar
Baumeister, Roy F., Matthew Gailliot, Nathan DeWall, and Megan Oaten. 2006. “Self-Regulation and Personality: How Interventions Increase Regulatory Success, and How Depletion Moderates the Effects of Traits on Behavior.” Journal of Personality 74 (6): 773–801. Google Scholar logo with link to Google Scholar
Baumeister, Roy F., Kathleen D. Vohs, Nathan DeWall, and Liqing Zhang. 2007a. “How Emotion Shapes Behavior: Feedback, Anticipation, and Reflection, Rather than Direct Causation.” Personality and Social Psychology Review: An Official Journal of the Society for Personality and Social Psychology 11(2): 167–203. Google Scholar logo with link to Google Scholar
Baumeister, Roy F., Kathleen D. Vohs, and Dianne M. Tice. 2007b. “The Strength Model of Self-control.” Psychological Science 16 (6): 351–355.Google Scholar logo with link to Google Scholar
Boekaerts, Monique. 1999. “Self-Regulated Learning: Where We Are Today.” International Journal of Educational Research 31 (6): 445–457. Google Scholar logo with link to Google Scholar
Boekaerts, Monique, Paul R. Pintrich, and Moshe Zeidner. 2000. Handbook of Self-Regulation. San Diego, CA: Academic Press.Google Scholar logo with link to Google Scholar
Camayd-Freixas, Erik. 2011. “Cognitive Theory of Simultaneous Interpreting and Training.” Proceedings of the 52nd Conference of the American Translators Association . New York: ATA.Google Scholar logo with link to Google Scholar
Chang, Chia-chien. 2005. Directionality in Chinese/English Simultaneous Interpreting: Impact on Performance and Strategy Use. Ph.D. dissertation, University of Texas at Austin.Google Scholar logo with link to Google Scholar
Cleary, Timothy J. 2011. “Emergence of Self-Regulated Learning Microanalysis: Historical Overview, Essential Features, and Implications for Research and Practice.” In Handbook of Self-Regulation of Learning and Performance, ed. by Barry J. Zimmerman, and Dale H. Schunk, 329–346. New York: Routledge.Google Scholar logo with link to Google Scholar
Cleary, Timothy J., and Peter Platten. 2013. “Examining the Correspondence between Self-regulated Learning and Academic Achievement: A Case-study Analysis.” Educational Research International, vol. 20131, Accessed November 5, 2013. Doi: Google Scholar logo with link to Google Scholar
Cleary, Timothy J., and Barry J. Zimmerman. 2001. “Self-Regulation Differences during Athletic Practice by Experts, Non-Experts, and Novices.” Journal of Applied Sport Psychology 131: 185–206. Google Scholar logo with link to Google Scholar
Crawford, John R., and Julie D. Henry. 2004. “The Positive and Negative Affect Schedule (PANAS): Construct Validity, Measurement Properties and Normative Data in a Large Non-Clinical Sample.” British Journal of Clinical Psychology 431: 245–265. Google Scholar logo with link to Google Scholar
Denzin, Norman K. 1978. The Research Act: A Theoretical Introduction to the Sociological Methods (3rd edition). New York: McGraw-Hill.Google Scholar logo with link to Google Scholar
Dinsmore, Daniel L., Patricia Alexander, and Sandra M. Loughlin. 2008. “Focusing the Conceptual Lens on Metacognition, Self-regulation, and Self-regulated Learning.” Educational Psychology Review 20 (4): 391–409. Google Scholar logo with link to Google Scholar
Englund Dimitrova, Birgitta. 2010. “Translation Process.” In Handbook of Translation Studies, ed. by Yves Gambier, and Luc van Doorslaer, 406–411. Amsterdam: John Benjamins. Google Scholar logo with link to Google Scholar
Ericsson, K. Anders. 2006. “The Influence of Experience and Deliberate Practice on the Development of Superior Expert Performance.” In The Cambridge Handbook of Expertise and Expert Performance, ed. by Neil Charness, Paul J. Feltovich, Robert R. Hoffman, and Karl A. Ericsson, 683–705. Cambridge: Cambridge University Press. Google Scholar logo with link to Google Scholar
Forgas, Joseph P., Roy F. Baumeister, and Dianne M. Tice. 2009. “The Psychology of Self-Regulation: An Introductory Review.” In Psychology of Self-Regulation, ed. by Joseph P. Forgas, Roy F. Baumeister, and Dianne M. Tice, 1–17. New York: Psychology Press.Google Scholar logo with link to Google Scholar
Gerver, David. 1976. “Empirical Studies of Simultaneous Interpreting: A Review and a Model.” In Translation: Application and Research, ed. by Robert Brislin, 165–207. New York: Gardener Press.Google Scholar logo with link to Google Scholar
Graham, Steve, and Karen R. Harris. 2009. “Almost 30 Years of Writing Research: Making Sense of It all with The Wrath of Khan.” Learning Disabilities: Research and Practice 24 (2): 58–68. Google Scholar logo with link to Google Scholar
Hakkarainen Kai, Tuire Palonen, Sami Paavola, and Erno Lehtinen. 2004. Communities of Networked Expertise: Professional and Educational Perspectives. Amsterdam: Elsevier.Google Scholar logo with link to Google Scholar
Hatano, Giyoo, and Kayoko Inagaki. 1986. “Two Courses of Expertise.” In Child Development and Education in Japan, ed. by Harold Stevenson, Hiroshi Azuma, and Kenji Hakuta, 262–272. New York: Freeman.Google Scholar logo with link to Google Scholar
Hild, Adelina. 2007. “Establishing Rigour in a Between-Method Investigation of Interpreting Expertise.” In Doubts and Directions in Translation Studies, ed. by Yves Gambier, Miriam Shlesinger, and Radegundis Stolze, 99–112. Amsterdam: John Benjamins. Google Scholar logo with link to Google Scholar
Hofmann, Wilhelm, Malte Friese, Brandon J. Schmeichel, and Alan D. Baddeley. 2011. “Working Memory and Self-Regulation.” In Handbook of Self-Regulation: Research, Theory, and Applications (2nd edition), ed. by Kathleen D. Vohs, and Roy F. Baumeister, 204–226. New York: Guilford Press.Google Scholar logo with link to Google Scholar
Holmes, James S. 1988/2004. “The Name and Nature of Translation Studies.” In The Translation Studies Reader (2nd edition), ed. by Laurence Venuti, 180–192. London: Routledge.Google Scholar logo with link to Google Scholar
Hoyle, Rick H. 2010. “Personality and Self-Regulation.” In Handbook of Personality and Self-Regulation, ed. by Rick H. Hoyle, 1–18. Oxford: Wiley-Blackwell. Google Scholar logo with link to Google Scholar
Ivanova, Adelina. 1999. Discourse Processing during Simultaneous Interpreting: An Expertise Approach. Ph.D. dissertation, University of Cambridge.Google Scholar logo with link to Google Scholar
. 2000. “The Use of Retrospection in Research on Simultaneous Interpreting.” In Tapping and Mapping the Processes of Translation and Interpreting, ed. by Sonja Tirkkonen-Condit, and Riitta Jääskeläinen, 27–52. Amsterdam: John Benjamins. Google Scholar logo with link to Google Scholar
Kitsantas, Anastasia, and Maria Kavussanu. 2011. “Acquisition of Sport Knowledge and Skill: The Role of Self-Regulatory Processes.” In Handbook of Self-Regulation of Learning and Performance, ed. by Barry Zimmerman, and Dale H. Schunk, 217–234. New York: Routledge.Google Scholar logo with link to Google Scholar
Kitsantas, Anastasia, and Barry R. Zimmerman. 2002. “Comparing Self-Regulatory Processes among Novice, Non-Expert, and Expert Volleyball Players: A Microanalytic Study.” Journal of Applied Sport Psychology 141: 91–105. Google Scholar logo with link to Google Scholar
Kunda, Ziva. 1999. Social Cognition: Making Sense of People. Cambridge, MA: The MIT Press. Google Scholar logo with link to Google Scholar
Liu, Minhua. 2001. Expertise in Simultaneous Interpreting: A Working Memory Analysis. Ph.D. dissertation, University of Texas at Austin.Google Scholar logo with link to Google Scholar
Malmkjær, Kirsten. 2000. “Multidisciplinarity in Process Research.” In Tapping and Mapping the Processes of Translation and Interpreting, ed. by Sonja Tirkkonen-Condit, and Riitta Jääskeläinen, 163–170. Amsterdam: John Benjamins. Google Scholar logo with link to Google Scholar
Martin, Andrew J. 2008. “Motivation and Engagement in Music and Sport: Testing a Multidimensional Framework in Diverse Performance Settings.” Journal of Personality 761: 135–170. Google Scholar logo with link to Google Scholar
Matthews, Gerald, and Paula A. Desmond. 2002. “Task-Induced Fatigue States and Simulated Driving Performance.” Quarterly Journal of Experimental Psychology55A1: 659–686. Google Scholar logo with link to Google Scholar
Muraven, Mark, and Elisaveta Slessareva. 2003. “Mechanisms of Self-Control Failure: Motivation and Limited Resources.” Personality & Social Psychology Bulletin 29 (7): 894–906. Google Scholar logo with link to Google Scholar
Oaten, Megan, and Ken Cheng. 2006. “Longitudinal Gains in Self-Regulation from Regular Physical Exercise.” British Journal of Health Psychology 111: 717–733. Google Scholar logo with link to Google Scholar
Schunk, Dale H. 1984. “Sequential Attributional Feedback and Children’s Achievement Behaviors.” Journal of Educational Psychology 761: 1159–1169. Google Scholar logo with link to Google Scholar
. 2001. “Social Cognitive Theory and Self-Regulated Learning.” In Self-Regulated Learning and Academic Achievement: Theoretical Perspectives, ed. by Barry J. Zimmerman, and Dale H. Schunk, 125–151. Mahwah, NJ: Lawrence Erlbaum.Google Scholar logo with link to Google Scholar
. 2008. “Metacognition, Self-Regulation, and Self-Regulated Learning: Research Recommendations.” Educational Psychology Review 20 (4): 463–467. Google Scholar logo with link to Google Scholar
Sparrow, Sara S., and Stephanie M. Davis. 2000. “Recent Advances in the Assessment of Intelligence and Cognition.” Journal of Child Psychology and Psychiatry, and Allied Disciplines 41 (1): 117–131. Google Scholar logo with link to Google Scholar
Sunnari, Marianna, and Adelina Hild. 2010. “A Multi-Factorial Approach to the Development and Analysis of Professional Expertise in SI.” Interpreter’s Newsletter 151: 33–49.Google Scholar logo with link to Google Scholar
Tice, Dianne M. 2009. “How Emotions Affect Self-Regulation.” In Psychology of Self-Regulation, ed. by Joseph P. Forgas, Roy F. Baumeister, and Dianne M. Tice, 201–217. New York: Psychology Press.Google Scholar logo with link to Google Scholar
Tiselius, Elisabet. 2005. The Work Shows the Workman–An Investigation of Two Methods for Measuring Interpreting Performance and Studying Expertise in Interpreting. M.A. thesis, Stockholm University.Google Scholar logo with link to Google Scholar
Tiselius, Elisabet, and Gard B. Jenset. 2011. “Processes and Products in Simultaneous Interpreting: What They Tell Us about Experience and Expertise.” In Methods and Strategies of Process Research: Integrative Approaches in Translation Studies, ed. by Cecilia Alvstad, Adelina Hild, and Elisabet Tiselius, 269–301. Amsterdam: John Benjamins. Google Scholar logo with link to Google Scholar
Vik-Tuovinen, Gun-Viol. 2002. “Retrospection as a Method of Studying the Process of Simultaneous Interpreting.” In Interpreting in the 21st Century, ed. by Guilian Garzone, and Maurizio Viezzi, 63–71. Amsterdam: John Benjamins. Google Scholar logo with link to Google Scholar
Watson, David, Lee A. Clark, and Auke Tellegen. 1988. “Development and Validation of Brief Measures of Positive and Negative Affect: The PANAS Scales.” Journal of Personality and Social Psychology54 (6): 1063–1070. Google Scholar logo with link to Google Scholar
Wranik, Tanja, Lisa F. Barrett, and Peter Salovey. 2007. “Intelligent Emotion Regulation: Is Knowledge Power?” In Intelligent Emotion Regulation, ed. by James J. Gross, 393–407. New York: The Guilford Press.Google Scholar logo with link to Google Scholar
Zimmerman, Barry J. 2001. “Theories of Self-Regulated Learning and Academic Achievement: An Overview and Analysis.” In Self-Regulated Learning and Academic Achievement: Theoretical Perspectives, ed. by Barry J. Zimmerman, and David Schunk, 1–38. New Jersey: Lawrence Erlbaum.Google Scholar logo with link to Google Scholar
. 2008. “Investigating Self-Regulation and Motivation: Historical Background, Methodological Developments, and Future Prospects.” American Educational Research Journal 45 (1): 166–183. Google Scholar logo with link to Google Scholar
Zimmerman, Barry J., and Robert Reisenberg. 1997. “Becoming a Self-Regulated Writer: A Social Cognitive Perspective.” Contemporary Educational Psychology 221: 73–101. Google Scholar logo with link to Google Scholar
Zimmerman, Barry J., and Dale H. Schunk. 2004. “Self-Regulating Intellectual Processes and Outcomes: A Social Cognitive Perspective.” In Motivation, Emotion and Cognition, ed. by David Y. Dai, and Robert J. Sternberg, 232– 250. Mahwah, NJ: Lawrence Erlbaum.Google Scholar logo with link to Google Scholar
. 2008. “Motivation: An Essential Dimension of Self-Regulated Learning.” In Motivation and Self-Regulated Learning: Theory, Research and Application, ed. by Dale H. Schunk, and Barry J. Zimmerman, 1–30. Mahwah, NJ: Lawrence Erlbaum.Google Scholar logo with link to Google Scholar
. 2011. Handbook of Self-Regulation of Learning and Performance. New York: Routledge.Google Scholar logo with link to Google Scholar
Cited by (13)

Cited by 13 other publications

Xie, Hong & Peng Wang
2025. Metacognition and translation competence: A three-level meta-analytic study. Acta Psychologica 260 ► pp. 105722 ff. DOI logo
Zhao, Nan & Yumeng Lin
2025. The roles of language proficiency, working memory, and anxiety in speech error repairs in consecutive interpreting. Target. International Journal of Translation Studies 37:2 ► pp. 184 ff. DOI logo
Gumul, Ewa & Rachel E. Herring
2022. Employing retrospective process tracing in an international exploratory study. Translation, Cognition & Behavior 5:2 ► pp. 221 ff. DOI logo
Ho, Chen-En
2021. What does professional experience have to offer?. Translation, Cognition & Behavior 4:1 ► pp. 47 ff. DOI logo
Baldo, Michela
2019. Translating affect, redeeming life.The case of the Italian queer transfeminist groupideadestroyingmuros. The Translator 25:1 ► pp. 13 ff. DOI logo
Rosendo, Lucía Ruiz & María Cecilia Galván
2019. Coping with speed. Babel. Revue internationale de la traduction / International Journal of Translation 65:1 ► pp. 1 ff. DOI logo
Abdel Latif, Muhammad M. M.
2018. Towards a typology of pedagogy-oriented translation and interpreting research. The Interpreter and Translator Trainer 12:3 ► pp. 322 ff. DOI logo
Han, Chao
2018. Mixed-methods research in interpreting studies. Interpreting. International Journal of Research and Practice in Interpreting 20:2 ► pp. 155 ff. DOI logo
Rojo, Ana & Marina Ramos1
2018. The role of expertise in emotion regulation. In Innovation and Expansion in Translation Process Research [American Translators Association Scholarly Monograph Series, XVIII], ► pp. 105 ff. DOI logo
Hild, Adelina
2017. The role and self-regulation of non-professional interpreters in religious settings. In Non-professional Interpreting and Translation [Benjamins Translation Library, 129], ► pp. 177 ff. DOI logo
Rojo, Ana
2017. The Role of Emotions. In The Handbook of Translation and Cognition, ► pp. 369 ff. DOI logo
Tiselius, Elisabet & Adelina Hild
2017. Expertise and Competence in Translation and Interpreting. In The Handbook of Translation and Cognition, ► pp. 423 ff. DOI logo
Preeshl, Artemis & Zoe Strecker
2016. Past meets future in the present: Self-reflection as a rehearsal method inAlbertine in Five Times. Cogent Arts & Humanities 3:1 ► pp. 1236435 ff. DOI logo

This list is based on CrossRef data as of 6 december 2025. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.

Mobile Menu Logo with link to supplementary files background Layer 1 prag Twitter_Logo_Blue