Motivation and Self-Regulated Learning: Theory, Research, and Applications

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Dale H. Schunk, Barry J. Zimmerman
Routledge, Aug 6, 2012 - Education - 432 pages
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This volume focuses on the role of motivational processes – such as goals, attributions, self-efficacy, outcome expectations, self-concept, self-esteem, social comparisons, emotions, values, and self-evaluations– in self-regulated learning. It provides theoretical and empirical evidence demonstrating the role of motivation in self-regulated learning, and discusses detailed applications of the principles of motivation and self-regulation in educational contexts. Each chapter includes a description of the motivational variables, the theoretical rationale for their importance, research evidence to support their role in self-regulation, suggestions for ways to incorporate motivational variables into learning contexts to foster self-regulatory skill development, and achievement outcomes.

 

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Contents

An Essential Dimension of SelfRegulated Learning
1
2 SelfTheories Motivate SelfRegulated Learning
31
3 SelfRegulation of Achievement Goal Pursuit
53
Relationships between Two Variables That Influence Learning
77
5 Motivational Role of SelfEfficacy Beliefs in SelfRegulated Learning
111
A Motivational Analysis
141
7 The Role of Achievement Values in the Regulation of Achievement Behaviors
169
Helping Students to Find a Will from a Way
197
A Key Proactive Source of Academic SelfRegulation
267
12 The Weave of Motivation and SelfRegulated Learning
297
13 The Motivational Role of Adaptive Help Seeking in SelfRegulated Learning
315
14 Gender SelfRegulation and Motivation
339
15 The Motivational Roles of Cultural Differences and Cultural Identity in SelfRegulated Learning ...
369
Contributors
401
Author Index
403
Subject Index
413

A SelfDetermination Theory Perspective
223
10 Attributions as Motivators of SelfRegulated Learning
245

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