Handbook of Self-Regulation of Learning and Performance

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Barry Zimmerman, Dale H. Schunk
Taylor & Francis, May 15, 2011 - Education - 504 pages
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Self-regulated learning (or self-regulation) refers to the process whereby learners personally activate and sustain cognitions, affects, and behaviours that are systematically oriented toward the attainment of learning goals. This is the first volume to integrate into a single volume all aspects of the field of self-regulation of learning and performance: basic domains, applications to content areas, instructional issues, methodological issues, and individual differences. It draws on research from such diverse areas as cognitive, educational, clinical, social, and organizational psychology. Distinguishing features include:

Chapter Structure – To ensure uniformity and coherence across chapters, each chapter author addresses the theoretical ideas underlying their topic, research evidence bearing on these ideas, future research directions, and implications for educational practice.

International – Because research on self-regulation is increasingly global, a significant number of interntional contributors are included (see table of contents).

Readable – In order to make the book accessible to students, chapters have been carefully edited for clarity, conciseness, and organizational consistency.

Expertise – All chapters are written by leading researchers from around the world who are highly regarded experts on their particular topics and are active contributors to the field.

 

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Contents

An Introduction and an Overview
1
Basic Domains of SelfRegulation of Learning and Performance
13
2 A Cognitive and Metacognitive Analysis of SelfRegulated Learning
15
3 Influences on the Development of Academic SelfRegulatory Processes
33
4 Motivational Sources and Outcomes of SelfRegulated Learning and Performance
49
5 SelfRegulated CoRegulated and Socially Shared Regulation of Learning
65
Instructional Issuesin SelfRegulation of Learningand Performance
85
6 SelfRegulatory Training through ElementarySchool Students Homework Completion
87
Methodological Issues in Assessing Selfregulation of Learning
249
16 Assessing SelfRegulated Learning Using Diary Measures with University Students
251
17 Methodological and Assessment Issues in Research on Help Seeking
267
18 Assessing SelfEfficacy for SelfRegulated Learning
282
19 Assessing Strategies for the SelfRegulation of Motivation
298
20 Assessing SelfRegulated Learning Using ThinkAloud Methods
313
Historical Overview Essential Features and Implications for Research and Practice
329
22 Investigating SelfRegulated Learning Using InDepth Case Studies
346

7 Use of Hypermedia to Assess and Convey SelfRegulated Learning
102
8 Studying SelfRegulated Learning in Classrooms
122
9 Facilitating SelfRegulated Learning Using Mentoring Approaches with Doctoral Students
137
Selfregulation of learning in specific content areas
153
10 SelfRegulation of Mathematical Knowledge and Skills
155
11 Developing SelfRegulated Readers through Instruction for Reading Engagement
173
12 SelfRegulated Learning Processes and Childrens Writing
187
The SelfRegulation of Science Learning
203
The Role of SelfRegulatory Processes
217
15 SelfRegulation and Mastery of Musical Skills
234
23 Studying SelfRegulation Habits
361
24 Assessing Students Acquisition of SelfRegulated Learning Skills Using MetaAnalysis
376
Individual and group Differences in selfregulation of learning
391
25 SelfRegulated Learning in Academic Domains
393
26 Emotions Emotion Regulation and SelfRegulation of Learning
408
27 The Infl uence of Gender on Students SelfRegulated Learning and Performance
426
Assessing the Relationship of Cultural Group to SelfRegulation
442
Author Index
465
Subject Index
481
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About the author (2011)

Barry Zimmerman is Distinguished Professor of Educational Psychology at the Graduate Center of the City University of New York.

Dale Schunk is Dean of the School of Education at the University of North Carolina at Greensboro and Professor of Curriculum and Instruction.

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