Handbook of Self-Regulation of Learning and Performance

ISBN-10: 0415871123

ISBN-13: 9780415871129

Edition: 2011

Authors: Barry J. Zimmerman, Dale H. Schunk

List price: $84.99
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Book details

List price: $84.99
Copyright year: 2011
Publisher: Taylor & Francis Group
Publication date: 4/13/2011
Binding: Paperback
Pages: 504
Size: 7.00" wide x 10.00" long x 1.00" tall
Weight: 1.958
Language: English

Barry J. Zimmerman is a Professor Emeritus of Educational Psychology at the Graduate School and University Center of the City University of New York. He has conducted research and written extensively on the role of social learning and self regulatory processes of children, youth, and adults. He has written more than 200 research articles, book chapters, and professional conference papers. He has also authored or edited 14 books or journal volumes on social cognitive and self regulatory processes in the learning of children and youth. His most recent book is Self-Regulated Learning and Academic Achievement: Theoretical Perspectives.

Dale H. Schunk is Dean of the School of Education and Professor of Curriculum and Instruction at the University of North Carolina at Greensboro. He holds a Ph.D. in Educational Psychology from Stanford University, a M.Ed. from Boston University, and a B.S. from the University of Illinois at Urbana. He has held faculty positions at Purdue University (where he served as Head of the Department of Educational Studies), the University of North Carolina at Chapel Hill (where he also was Chair of the Academic Affairs Institutional Review Board), And The University of Houston.Dale has edited six books, is co-author of Motivation in Education: Theory, Research, and Applications (Prentice Hall, 2008) and has authored over 80 articles and book chapters. He has served as President of Division 15-Educational Psychology For The American Psychological Association and as Secretary of Division C-Learning and Instruction For The American Educational Research Association. He is presently a member of the editorial boards of three professional journals.Dale's teaching and research interests include learning, motivation, and self-regulation. He has received the Early Career Contributions Award in Educational Psychology from the American Psychological Association, the Albert J. Harris Research Award from the International Reading Association, And The Outstanding Service Award from the Purdue University School of Education

Basic Domains of Self-Regulation of Learning and Performance
Cognitive and Metacognitive Factors in Self-Regulated Learning
Development of Self-Regulatory Processes
Motivational sources and outcomes of self-regulated learning and performance
Self-regulated, co-regulated, and socially shared regulation of learning
Instructional Issues in Self-Regulation of Learning and Performance
Self-regulatory training though homework completion for elementary school pupils
Use of Hypermedia to Convey and Assess Self-Regulated Learning
Supporting Self-regulated Learning in Classrooms
Facilitating self-regulatory learning using mentoring approaches with doctoral students
Self-Regulation of Learning in Specific Content Areas
Self-regulation of mathematical knowledge and skills
Self-Regulatory Processes and Reading
Self-Regulated Learning Processes and Children's Writing
Intentional Conceptual Change: The Self-Regulation of Science Learning
Acquisition of Sport Knowledge and Skill
Self-regulation and mastery of musical skills
Methodological Issues in Assessing Self-Regulation of Learning
Assessing self-regulated learning using diary measures with university students
Help Seeking: Issues in Methodology and Measurement
Assessing Self-Efficacy for Self-Regulated Learning
Assessing self-motivational strategies in self-regulated learning
Assessing self-regulated learning using think-aloud methods
Shifting towards self-regulation microanalytic assessment: Historical overview, essential features, and implications for research and practice
Investigating self-regulated learning using in-depth case studies
Studying Self-Regulation as Work Habits
Assessing students' acquisition of self-regulated learning skills using meta-analysis
Individual and Group Differences in Self-Regulation of Learning
The interplay of academic domains and self-regulated learning
Emotions, Emotion Regulation, and Self-Regulation of Learning
The Role of Gender in the Self-Regulation of Learning and Performance
Cultural Influences on Self Regulation
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