Table Of Content
1. Introduction, Barry Zimmerman, Dale H. Schunk Part I. Basic Domains of Self-Regulation of Learning and Performance 2. Cognitive and Metacognitive Factors in Self-Regulated Learning, Philip H. Winne 3. Development of Self-Regulatory Processes, Allan Wigfield, Susan L. Klauda, Jenna Cambria 4. Motivational sources and outcomes of self-regulated learning and performance, Barry J. Zimmerman 5. Self-regulated, co-regulated, and socially shared regulation of learning, Allyson Hadwin, Sanna Jarvela, Mariel Miller Part II. Instructional Issues in Self-Regulation of Learning and Performance 6. Self-regulatory training though homework completion for elementary school pupils, Heidrun Stoeger, Albert Ziegler 7. Use of Hypermedia to Convey and Assess Self-Regulated Learning, Roger Azevedo,¿Amy Johnson, Amber Chauncey, Arthur Graesser 8. Supporting Self-regulated Learning in Classrooms, Nancy E. Perry, Ahmed Rahim 9. Facilitating self-regulatory learning using mentoring approaches with doctoral students, Carol A. Mullen Part III. Self-Regulation of Learning in Specific Content Areas 10. Self-regulation of mathematical knowledge and skills, Erik De Corte, Lucia Mason, Lieven Verschaffel, Fien Depaepe 11. Self-Regulatory Processes and Reading, Stephen A. Tonks, Ana Taboada 12. Self-Regulated Learning Processes and Children¿s Writing, Karen Harris, Steve Graham, Charles A. McArthur, Robert Reid, Linda H. Mason 13. Intentional Conceptual Change: The Self-Regulation of Science Learning, Gale M. Sinatra, Gita Taasoobshirazi 14. Acquisition of Sport Knowledge and Skill, Anastasia Kitsantas, Maria Kavussanu 15. Self-regulation and mastery of musical skills, Gary E. McPherson, James M. Renwick Part IV. Methodological Issues in Assessing Self-Regulation of Learning 16. Assessing self-regulated learning using diary measures with university students, Bernhard Schmitz, Julia Klug, & Michaela Schmidt¿ 17. Help Seeking: Issues in Methodology and Measurement, Stuart A. Karabenick 18. Assessing Self-Efficacy for Self-Regulated Learning, Dale H. Schunk & Ellen L. Usher 19. Assessing self-motivational strategies in self-regulated learning, Christopher A. Wolters, Maria B. Benzon, Christina Arroyo-Giner 20. Assessing self-regulated learning using think-aloud methods, Jeffrey Alan Greene, Jane Robertson, Lara-Jeane C. Costa 21. Shifting towards self-regulation microanalytic assessment: Historical overview, essential features, and implications for research and practice, Timothy Cleary 22. Investigating self-regulated learning using in-depth case studies, Deborah L. Butler 23. Studying Self-Regulation as Work Habits, Lyn Corno 24. Assessing students¿ acquisition of self-regulated learning skills using meta-analysis, Charlotte Dignath van Ewijk Part V. Individual and Group Differences in Self-Regulation of Learning 25. The interplay of academic domains and self-regulated learning, Patricia A. Alexander, Daniel Dinsmore, Meghan Parkinson, Fielding I. Winters 26. Emotions, Emotion Regulation, and Self-Regulation of Learning, Monique Boekaerts 27. The Role of Gender in the Self-Regulation of Learning and Performance, Kay Bussey 28. Cultural Influences on Self Regulation, Dennis M. McInerney
Synopsis
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., 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.
