Handbook of Self-Regulation of Learning and Performance (eBook, ePUB)

Redaktion: Schunk, Dale H.; Greene, Jeffrey A.

• Format: ePub

Produktbeschreibung

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.

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Produktdetails

• Verlag: Taylor & Francis eBooks
• Seitenzahl: 530
• Erscheinungstermin: 7. September 2017
• Englisch
• ISBN-13: 9781317448655
• Artikelnr.: 49261500

Autorenporträt

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.

Inhaltsangabe

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

Rezensionen

"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