Literaturnachweis - Detailanzeige
| Sonst. Personen | Zimmerman, Barry J. (Hrsg.); Schunk, Dale H. (Hrsg.) |
|---|---|
| Titel | Handbook of Self-Regulation of Learning and Performance |
| Quelle | (2011), (500 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| ISBN | 978-0-415-87111-2 |
| DOI | 10.4324/9780203839010 |
| Schlagwörter | Independent Study; Learning Processes; Learner Controlled Instruction; Goal Orientation; Feedback (Response); Self Evaluation (Individuals); Progress Monitoring; Learning Motivation; Help Seeking; Emotional Response; Gender Differences; Cognitive Processes |
| Abstract | Self-regulated learning (or self-regulation) refers to the process whereby learners personally activate and sustain cognitions, affects, and behaviours that are systematically oriented toward the attainment of learning goals. This is the first volume to integrate into a single volume all aspects of the field of self-regulation of learning and performance: basic domains, applications to content areas, instructional issues, methodological issues, and individual differences. It draws on research from such diverse areas as cognitive, educational, clinical, social, and organizational psychology. Distinguishing features include: 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. International--Because research on self-regulation is increasingly global, a significant number of international contributors are included (see table of contents). 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 from around the world who are highly regarded experts on their particular topics and are active contributors to the field. Chapters include: (1) Self-Regulated Learning and Performance: Introduction and an Overview (Barry J. Zimmerman and Dale H. Schunk); (2) A Cognitive and Metacognitive Analysis of Self-Regulated Learning (Philip H. Winne); (3) Influences on the Development of Academic Self-Regulatory Processes (Allan Wigfield, Susan L. Klauda, and Jenna Cambria); (4) Motivational Sources and Outcomes of Self-Regulated Learning and Performance (Barry J. Zimmerman); (5) Self-Regulated, Co-Regulated, and Socially Shared Regulation of Learning (Allyson Fiona Hadwin, Sanna Järvelä, and Mariel Miller); (6) Self-Regulatory Training through Elementary-School Students' Homework Completion (Heidrun Stoeger and Albert Ziegler); (7) Use of Hypermedia to Assess and Convey Self-Regulated Learning (Arthur Graesser, Amber Chauncey, Roger Azevedo, and Amy Johnson); (8) Studying Self-Regulated Learning in Classrooms (Nancy E. Perry and Ahmed Rahim); (9) Facilitating Self-Regulated Learning Using Mentoring Approaches with Doctoral Students (Carol A. Mullen); (10) Self-Regulation of Mathematical Knowledge and Skills (Erik De Corte, Lucia Mason, Fien Depaepe, and Lieven Verschaffel); (11) Developing Self-Regulated Readers through Instruction for Reading Engagement (Stephen M. Tonks and Ana Taboada); (12) Self-Regulated Learning Processes and Children's Writing (Karen R. Harris, Steve Graham, Charles A. MacArthur, Robert Reid, and Linda H. Mason); (13) International Conceptual Change: The Self-Regulation of Science Learning (Gale M. Sinatra and Gita Taasoobshirazi); (14) Acquisition of Sport Knowledge and Skill: The Role of Self-Regulatory Processes (Anastasia Kitsantas and Maria Kavussanu); (15) Self-Regulation and Mastery of Musical Skills (Gary E. McPherson and James M. Renwick); (16) Assessing Self-Regulated Learning Using Diary Measures with University Students (Bernhard Schmitz, Julia Klug, and Michaela Schmidt); (17) Methodological and Assessment Issues in Research on Help Seeking (Stuart A. Karabenick); (18) Assessing Self-Efficacy for Self-Regulated Learning (Dale H. Schunk and Ellen L. Usher); (19) Assessing Strategies for the Self-Regulation of Motivation (Christopher A. Wolters, Maria B. Benzon, and Christina Arroyo-Giner); (20) Assessing Self-Regulated Learning Using Think-Aloud Methods (Jeffrey Alan Greene, Jane Robertson, and Lara-Jeane Croker Costa); (21) Emergence of Self-Regulated Learning Microanalysis: Historical Overview, Essential Features, and Implications for Research and Practice (Timothy J. Cleary); (22) Investigating Self-Regulated Learning Using In-Depth Case Studies (Deborah L. Butler); (23) Studying Self-Regulation Habits (Lyn Corno); (24) Assessing Students' Acquisition of Self-Regulated Learning Skills Using Meta-Analysis (Charlotte Dignath van Ewijk); (25) Self-Regulated Learning in Academic Domains (Patricia A. Alexander, Daniel L. Dinsmore, Meghan M. Parkinson, and Fielding I. Winters); (26) Emotions, Emotion Regulation, and Self-Regulation of Learning (Monique Boekaerts); (27) The Influence of Gender on Students' Self-Regulated Learning and Performance (Kay Bussey); and (28) Culture and Self-Regulation in Educational Contexts: Assessing the Relationship of Cultural Group to Self-Regulation (Dennis M. McInerney). An author index and subject index are included. (ERIC). |
| Anmerkungen | Routledge, Taylor & Francis Group. 7625 Empire Drive, Florence, KY 41042. Tel: 800-634-7064; Fax: 800-248-4724; e-mail: cserve@routledge-ny.com; Web site: http://www.routledge.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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