The second edition of the popular Handbook of Self-Regulation of Learning and Performance responds to and incorporates the wealth of new research that the first edition inspired on the subject. At the same time, it advances meaningful perspectives on the scholarship and history that originally shaped the field. Divided into five major sections--basic domains, context, technology, methodology and assessment, and individual and group differences--this thoroughly updated handbook addresses recent theoretical refinements and advances in instruction and intervention that have changed...
The second edition of the popular Handbook of Self-Regulation of Learning and Performance responds to and incorporates the wealth of new res...
The second edition of the popular Handbook of Self-Regulation of Learning and Performance responds to and incorporates the wealth of new research that the first edition inspired on the subject. At the same time, it advances meaningful perspectives on the scholarship and history that originally shaped the field. Divided into five major sections--basic domains, context, technology, methodology and assessment, and individual and group differences--this thoroughly updated handbook addresses recent theoretical refinements and advances in instruction and intervention that have changed...
The second edition of the popular Handbook of Self-Regulation of Learning and Performance responds to and incorporates the wealth of new res...
In recent years, educators have become increasingly concerned with students' attempts to manage their own learning and achievement efforts through activities that influence the instigation, direction and persistence of those efforts. In 1989, Zimmerman and Schunk edited the first book devoted to this topic. They assembled key theorists offering a range of perspectives on how students self-regulate their academic functioning. One purpose of that volume was to provide theoretical direction to ongoing as well as nascent efforts to explore academic self-regulatory processes. Since that date,...
In recent years, educators have become increasingly concerned with students' attempts to manage their own learning and achievement efforts through act...
This volume presents a description of major theoretical perspectives guiding research, including current theoretical thinking on how students become self-regulated learners. It focuses not only on research and theory, but also on instructional practice.
This volume presents a description of major theoretical perspectives guiding research, including current theoretical thinking on how students become s...
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...
This volume focuses on the role of motivational processes - such as goals, attributions, self-efficacy, outcome expectations, self-concept, self-es...
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...
This volume focuses on the role of motivational processes such as goals, attributions, self-efficacy, outcome expectations, self-concept, self-este...
This book's two primary objectives are to present theory and research on the role of learners' achievement-related perceptions in educational contexts and to discuss the implications of this research for educational practices. Although contributors share the view that students' perceptions exert important effects in achievement settings, they differ in diverse ways including their theoretical orientation, their choice of research methodology, the perceptions they believe are of primary importance, and the antecedents and consequences of these perceptions. They discuss the current status of...
This book's two primary objectives are to present theory and research on the role of learners' achievement-related perceptions in educational contexts...
This book's two primary objectives are to present theory and research on the role of learners' achievement-related perceptions in educational contexts and to discuss the implications of this research for educational practices. Although contributors share the view that students' perceptions exert important effects in achievement settings, they differ in diverse ways including their theoretical orientation, their choice of research methodology, the perceptions they believe are of primary importance, and the antecedents and consequences of these perceptions. They discuss the current status of...
This book's two primary objectives are to present theory and research on the role of learners' achievement-related perceptions in educational contexts...
Self-regulated learning is a new approach to studying student academic achievement. In contrast to previous ability or environmental formulations that address the why of achievement, self-regulation models focus on how students activate, alter, and sustain their learning practices using a variety of self-related processes. This book brings together a number of internationally known researchers representing different theoretical perspectives on students' self-regulated learning. In each chapter, the authors first describe a particular view of self-regulated learning to show how...
Self-regulated learning is a new approach to studying student academic achievement. In contrast to previous ability or environmental formulations that...
