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List of contents
Contents
- Historical, Contemporary, and Future Perspectives on Self-Regulated Learning and Performance
Dale H. Schunk and Jeffrey A. Greene
Section I. Basic Domains of Self-Regulation of Learning and Performance
- Social Cognitive Theoretical Perspective of Self-Regulation
Ellen L. Usher and Dale H. Schunk
- Cognition and Metacognition Within Self-Regulated Learning
Philip H. Winne
- Developmental Trajectories of Skills and Abilities Relevant for Self-Regulation of
Learning and Performance
Rick H. Hoyle and Amy L. Dent
- Motivation and Affect in Self-Regulated Learning: Does Metacognition Play a Role?
Anastasia Efklides, Bennett L. Schwartz, and Victoria Brown
- Self-Regulation, Co-Regulation and Shared Regulation in Collaborative Learning Environments
Allyson Hadwin, Sanna Järvelä, and Mariel Miller
Section II. Self-Regulation of Learning and Performance in Context
- Metacognitive Pedagogies in Mathematics Classrooms: From Kindergarten to College and Beyond
Zemira R. Mevarech, Lieven Verschaffel, and Erik De Corte
- Self-Regulated Learning in Reading
Keith W. Thiede and Anique B. H. de Bruin
- Self-Regulation and Writing
Steve Graham, Karen R. Harris, Charles MacArthur, and Tanya Santangelo
- The Self-Regulation of Learning and Conceptual Change in Science: Research,
Theory, and Educational Applications
Gale M. Sinatra and Gita Taasoobshirazi
- Using Technology-Rich Environments to Foster Self-Regulated Learning in the Social Studies
Eric G. Poitras and Susanne P. Lajoie
- Self-Regulated Learning in Music Practice and Performance
Gary E. McPherson, Peter Miksza, and Paul Evans
- Self-Regulation in Athletes: A Social Cognitive Perspective
Anastasia Kitsantas, Maria Kavussanu, Deborah B. Corbatto, and Pepijn K. C. van de Pol
- Self-Regulation: An Integral Part of Standards-Based Education
Marie C. White and Maria K. DiBenedetto
- Teachers as Agents in Promoting Students’ SRL and Performance: Applications
for Teachers’ Dual-Role Training Program
Bracha Kramarski
Section III. Technology and Self-Regulation of Learning and Performance
- Emerging Classroom Technology: Using Self-Regulation Principles as a Guide for Effective Implementation
Daniel C. Moos
- Understanding and Reasoning About Real-Time Cognitive, Affective, and
Metacognitive Processes to Foster Self-Regulation With Advanced Learning Technologies
Roger Azevedo, Michelle Taub, and Nicholas V. Mudrick
- The Role of Self-Regulated Learning in Digital Games
John L. Nietfeld
- Self-Regulation of Learning and Performance in Computer-Supported Collaborative Learning Environments
Peter Reimann and Maria Bannert
Section IV. Methodology and Assessment of Self-Regulation of Learning and Performance
- Validity and the Use of Self-Report Questionnaires to Assess Self-Regulated Learning
Christopher A. Wolters and Sungjun Won
- Capturing and Modeling Self-Regulated Learning Using Think-Aloud Protocols
Jeffrey A. Greene, Victor M. Deekens, Dana Z. Copeland, and Seung Yu
- Assessing Self-Regulated Learning Using Microanalytic Methods
Timothy J. Cleary and Gregory L. Callan
- Advancing Research and Practice About Self-Regulated Learning: The Promise of In-Depth Case Study Methodologies
Deborah L. Butler and Sylvie C. Cartier
- Examining the Cyclical, Loosely Sequenced, and Contingent Features of Self-Regulated Learning: Trace Data and Their Analysis
Matthew L. Bernacki
- Data Mining Methods for Assessing Self-Regulated Learning
Gautam Biswas, Ryan S. Baker, and Luc Paquette
Section V. Individual and Group Differences in Self-Regulation of Learning and Performance
26.
Calibration of Performance and Academic Delay of Gratification: Individual and Group Differences in Self-Regulation of LearningPeggy P. Chen and Héfer Bembenutty
27.
Academic Help Seeking as a Self-Regulated Learning Strategy: Current Issues, Future DirectionsStuart A. Karabenick and Eleftheria N. Gonida
28. The Three Faces of Epistemic Thinking in Self-Regulated Learning
Krista R. Muis and Cara Singh
29.
Advances in Understanding Young Children’s Self-Regulation of LearningNancy E. Perry, Lynda R. Hutchinson, Nikki Yee, and Elina Määttä
30.
Self-Regulation: Implications for Individuals With Special NeedsLinda H. Mason and Robert Reid
31.
Culture and Self-Regulation in Educational ContextsDennis M. McInerney and Ronnel B. King
About the author
Dale H. Schunk is Professor in the Department of Teacher Education and Higher Education in the School of Education at the University of North Carolina at Greensboro, USA.
Jeffrey A. Greene is Associate Professor in the Learning Sciences and Psychological Studies program in the School of Education at the University of North Carolina at Chapel Hill, USA.
Summary
This 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.
Additional text
"This volume accomplishes its goal of integrating various aspects of self-regulated learning and performance into one book. The content helpfully presents the numerous ways in which SRL can be considered, including its processes as well as its applications within and outside the classroom, in content areas, in terms of assessment, and in considering individual differences. The book will be beneficial for students and professionals in various fields, and editors Schunk and Greene—two very well-respected educational psychology scholars—bring credibility to this important topic."
—Anastasia Kitsantas, Professor of Educational Psychology in the College of Education and Human Development at George Mason University, USA
"This handbook is an excellent resource for beginning and seasoned researchers studying self-regulated learning. Its major strengths include a section on the self-regulation of learning in different content areas as well as group and cultural differences in how learners approach self-regulation. The volume is well-grounded in relevant theory and empirical research."
—Pavlo Antonenko, Associate Professor of Educational Technology and Director of the NeurAL Lab in the School of Teaching and Learning at the University of Florida, USA
