Self–Regulated Learning: New Directions for Teaching and Learning, Number 126

ISBN-13: 9781118091630 / Angielski / Miękka / 2011 / 128 str.

Héfer Bembenutty

Opis

Self-regulation involves students' beliefs about their own potential for actions, thoughts, feelings and behaviors that will then allow them to work toward their own academic goals. Clearly, the need for self-regulation in higher education is crucial, This volume describes the theories, tools, and techniques that can be used to assist in the promotion of self-regulation in students including areas such as goal orientations, self-efficacy beliefs, social comparisons, self-monitoring, and self-evaluation. Edited by Hefer Bembenutty, assistant professor of educaitonal psychology at Queens College of the City University of New York, this is the 126th volume of the Jossey-Bass quarterly report series New Directions for Teaching and Learning, which offers a comprehensive range of ideas and techniques for improving college teaching based on the experience of seasoned instructors and the latest findings of educational and psychological researchers.

Spis treści

Foreword ( Wilbert J. McKeachie).

1. Introduction: Self–Regulation of Learning in Postsecondary Education (Héfer Bembenutty)
The chapter introduces this volume on self–regulation of learning and highlights the current trends on self–regulation presented by each of the authors.

2. Purpose of Engagement in Academic Self–Regulation (Einat Lichtinger, Avi Kaplan)
This chapter argues that self–regulated learning is not a unitary construct, with students different purposes of engagement in the task meaningfully distinguishing between different types of self–regulation.

3. Self–Regulation and Achievement Goals in the College Classroom (Akane Zusho, Kelcey Edwards)
This chapter links self–regulation of learning with achievement goal theory and offers practical tips to educators who struggle with disinterested learners.

4. Understanding and Facilitating Self–Regulated Help Seeking (Stuart A. Karabenick, Myron H. Dembo)
The authors describe interventions to develop the competencies and resources that facilitate student help seeking as an effective selfregulated learning strategy.

5. Self–Regulation and Learning Strategies (Claire Ellen Weinstein, Taylor W. Acee, JaeHak Jung)
This chapter reviews research on learning strategies, describes a model of strategic and self–regulated learning, and reports on instructional methods, interventions, and assessments that instructors can use to help students develop lifelong learning strategies they need to succeed in college.

6. Academic Delay of Gratifi cation and Academic Achievement (Héfer Bembenutty)
This chapter provides a review of research on delay of gratifi cation and suggests ways in which educators can instill in students to delay gratifi cation.

7. Resistance and Disidentifi cation in Refl ective Practice with Preservice Teaching Interns (Michael Middleton, Eleanor Abrams, Jayson Seaman)
This chapter examines case studies to identify contextual factors in teacher education programs that promote or inhibit teaching interns′ self–refl ective practices.

8. Professional Development Needs and Practices Among Educators and School Psychologists (Timothy J. Cleary)
This chapter summarizes research illustrating the importance and need for motivation and self–regulation professional development training for teachers and school psychologists across assessment, intervention, and instructional activities.

9. Transitioning from College Classroom to Teaching Career: Self–Regulation in Prospective Teachers (Judi Randi, Lyn Corno, Elisabeth Johnson)
This chapter explores how preservice teachers prepare for the transition from college classroom to career through assignments and features of the learning environment designed to approximate the demands of work settings and job–related tasks.

10. The Role of Web 2.0 Technologies in Self–Regulated Learning (Anastasia Kitsantas, Nada Dabbagh)
This chapter demonstrates how Web 2.0 technologies can be used to facilitate self–regulated learning in postsecondary education. The authors show how instructors can integrate social software into course design to promote students self–regulation of learning.

11. Self–Regulation of Learning with Computer–Based Learning Environments (Jeffrey A. Greene, Daniel C. Moos, Roger Azevedo)
This chapter outlines how self–regulated learning skills can facilitate learning with computer–based learning environments and how educators can diagnose and build on students′ self–regulated learning ability.

12. New Directions for Self–Regulation of Learning in Postsecondary Education (Héfer Bembenutty)
This chapter puts into context the major contributions of this volume on self–regulation of learning and provides new directions for its promotion in postsecondary education.

INDEX.

O autorze

Héfer Bembenutty is an assistant professor of educational psychology at Queens College of the City University of New York. His research interests include self–regulation of learning, delay of gratification, and homework.

Blurb

FROM THE EDITOR

This volume reports new findings associating students′ self–regulation of learning with their academic achievement, motivation for learning, and use of cognitive and learning strategies. Self–regulation of learning is a hallmark of students′ ability to remain goal–oriented while pursuing academic–specific intentions in postsecondary education. Protecting such long–term and temporally distant goals requires that college and university students be proactive in directing their learning experiences, guide their own behavior, seek help from appropriate sources, sustain motivation, and delay gratification. The authors suggest how college students can control their cognition and behavior to attain academic goals, select appropriate learning strategies, and monitor and evaluate their academic progress.

This volume calls the attention of students and educators to the vital role that self–regulation plays in every aspect of postsecondary education. The contributors provide compelling evidence supporting the notion that self–regulation is related to positive academic outcomes, such as delay of gratification, self–efficacy beliefs, and use of cognitive strategies, and that it is important for the training of teachers and school psychologists. The authors offer diverse vantage points from which students, teachers, administrators, and policy makers can orchestrate their efforts to empower students with self–regulatory learning strategies, appropriate motivational beliefs, and academic knowledge and skills.