ABSTRACT
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.
TABLE OF CONTENTS
part |2 pages
Part I BASIC DOMAINS OF SELF-REGULATION OF LEARNING AND PERFORMANCE
chapter 2|18 pages
A Cognitive and Metacognitive Analysis of Self-Regulated Learning
chapter 3|16 pages
Infl uences on the Development of Academic Self-Regulatory Processes
chapter 4|16 pages
Motivational Sources and Outcomes of Self-Regulated Learning and Performance
chapter 5|20 pages
Self-Regulated, Co-Regulated, and Socially Shared Regulation of Learning
part |2 pages
Part II INSTRUCTIONAL ISSUES IN SELF-REGULATION OF LEARNING AND PERFORMANCE
chapter 6|15 pages
Self-Regulatory Training through Elementary-School Students’ Homework Completion
chapter 7|20 pages
Use of Hypermedia to Assess and Convey Self-Regulated Learning
chapter 8|15 pages
Studying Self-Regulated Learning in Classrooms
chapter 9|16 pages
Facilitating Self-Regulated Learning Using Mentoring Approaches with Doctoral Students
part |2 pages
Part III SELF-REGULATION OF LEARNING IN SPECIFIC CONTENT AREAS
chapter 10|18 pages
Self-Regulation of Mathematical Knowledge and Skills
chapter 11|14 pages
Developing Self-Regulated Readers through Instruction for Reading Engagement
chapter 12|16 pages
Self-Regulated Learning Processes and Children’s Writing
chapter 13|14 pages
Intentional Conceptual Change
chapter 14|17 pages
Acquisition of Sport Knowledge and Skill
chapter 15|15 pages
Self-Regulation and Mastery of Musical Skills
part |2 pages
Part IV METHODOLOGICAL ISSUES IN ASSESSING SELF-REGULATION OF LEARNING
chapter 16|16 pages
Assessing Self-Regulated Learning Using Diary Measures with University Students
chapter 17|15 pages
Methodological and Assessment Issues in Research on Help Seeking
chapter 18|16 pages
Assessing Self-Efficacy for Self-Regulated Learning
chapter 19|15 pages
Assessing Strategies for the Self-Regulation of Motivation
chapter 20|16 pages
Assessing Self-Regulated Learning Using Think-Aloud Methods
chapter 21|17 pages
Emergence of Self-Regulated Learning Microanalysis
chapter 22|15 pages
Investigating Self-Regulated Learning Using In-Depth Case Studies
chapter 24|15 pages
Assessing Students’ Acquisition of Self-Regulated Learning Skills Using Meta-Analysis
part |2 pages
Part V INDIVIDUAL AND GROUP DIFFERENCES IN SELF-REGULATION OF LEARNING