Handbook of Self-Regulation of Learning and Performance

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 approaches to developing learners' capabilities to self-regulate in educational settings. Chapters written by leading experts in the field include discussions of methodological advances and expansions into new technologies and the role of learner differences in such areas as contexts and cultures. As a comprehensive guide to a rapidly evolving and increasingly influential subject area, this volume represents contemporary and future thinking in self-regulation theory, research, and applications.

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.

Global - A significant number of international contributors are included to reflect the increasingly international research on self-regulation.

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 who are highly regarded experts on their particular topics and are active contributors to the field.

 

List of contents

Contents

1. 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



2. Social Cognitive Theoretical Perspective of Self-Regulation

Ellen L. Usher and Dale H. Schunk



3. Cognition and Metacognition Within Self-Regulated Learning

Philip H. Winne



4. Developmental Trajectories of Skills and Abilities Relevant for Self-Regulation of

Learning and Performance
Rick H. Hoyle and Amy L. Dent



5. Motivation and Affect in Self-Regulated Learning: Does Metacognition Play a Role?

Anastasia Efklides, Bennett L. Schwartz, and Victoria Brown



6. 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



7. Metacognitive Pedagogies in Mathematics Classrooms: From Kindergarten to College and Beyond

Zemira R. Mevarech, Lieven Verschaffel, and Erik De Corte



8. Self-Regulated Learning in Reading

Keith W. Thiede and Anique B. H. de Bruin



9. Self-Regulation and Writing

Steve Graham, Karen R. Harris, Charles MacArthur, and Tanya Santangelo



10. The Self-Regulation of Learning and Conceptual Change in Science: Research,

Theory, and Educational Applications
Gale M. Sinatra and Gita Taasoobshirazi



11. Using Technology-Rich Environments to Foster Self-Regulated Learning in the Social Studies

Eric G. Poitras and Susanne P. Lajoie



12. Self-Regulated Learning in Music Practice and Performance

Gary E. McPherson, Peter Miksza, and Paul Evans



13. Self-Regulation in Athletes: A Social Cognitive Perspective

Anastasia Kitsantas, Maria Kavussanu, Deborah B. Corbatto, and Pepijn K. C. van de Pol



14. Self-Regulation: An Integral Part of Standards-Based Education

Marie C. White and Maria K. DiBenedetto



15. 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



16. Emerging Classroom Technology: Using Self-Regulation Principles as a Guide for Effective Implementation

Daniel C. Moos



17. 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



18. The Role of Self-Regulated Learning in Digital Games

John L. Nietfeld



19. 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



20. Validity and the Use of Self-Report Questionnaires to Assess Self-Regulated Learning

Christopher A. Wolters and Sungjun Won



21. Capturing and Modeling Self-Regulated Learning Using Think-Aloud Protocols

Jeffrey A. Greene, Victor M. Deekens, Dana Z. Copeland, and Seung Yu



22. Assessing Self-Regulated Learning Using Microanalytic Methods

Timothy J. Cleary and Gregory L. Callan



23. Advancing Research and Practice About Self-Regulated Learning: The Promise of In-Depth Case Study Methodologies

Deborah L. Butler and Sylvie C. Cartier



24. Examining the Cyclical, Loosely Sequenced, and Contingent Features of Self-Regulated Learning: Trace Data and Their Analysis

Matthew L. Bernacki



25. 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 Learning
Peggy P. Chen and Héfer Bembenutty
27. Academic Help Seeking as a Self-Regulated Learning Strategy: Current Issues, Future Directions
Stuart 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 Learning
Nancy E. Perry, Lynda R. Hutchinson, Nikki Yee, and Elina Määttä
30. Self-Regulation: Implications for Individuals With Special Needs
Linda H. Mason and Robert Reid
31. Culture and Self-Regulation in Educational Contexts

Dennis 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

Report

"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

Product details

• Authors: Dale H. (University of North Carolina Schunk, Dale H. Greene Schunk
• Assisted by: Jeffrey A. Greene (Editor), Greene Jeffrey A. (Editor), Dale H. Schunk (Editor), Dale H. (University of North Carolina Schunk (Editor), Schunk Dale H. (Editor), Patricia A. Alexander (Editor of the series)
• Publisher: Taylor & Francis Ltd.
• Languages: English
• Product format: Paperback / Softback
• Released: 19.09.2017
• EAN: 9781138903197
• ISBN: 978-1-138-90319-7
• No. of pages: 530
• Series: Educational Psychology Handbook; Educational Psychology Handbook
• Subjects: Humanities, art, music > Education > Education system; EDUCATION / Educational Psychology, EDUCATION / Learning Styles, Educational psychology, Study & learning skills: general, STUDY AIDS / Study & Test-Taking Skills, Study and learning skills: general