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Informationen zum Autor 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. Klappentext 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. Zusammenfassung 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. Inhaltsverzeichnis Foreword ( Wilbert J. McKeachie ). 1. Introduction: Self-Regulation of Learning in Postsecondary Education ( Hefer 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 ( Hefer 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 cas...
