Self-Regulated Learning

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Self-Regulated Learning

1.

Self-Regulation of Learning and Performance: Issues and Educational Applications
by Dale H. Schunk, Barry J. Zimmerman. 329 pgs.

Book

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Title Page

Contents

Preface

AKNOWLEDGMENTS

I: Overview

1: Dimensions of Academic Self-Regulation: A Conceptual Framework for Education

References

ACKNOWLEDGMENT

II: Self-Regulation of Motives

2: The Role of Motivation in Self-Regulated Learning

ACKNOWLEDGMENTS

References

3: Self-Regulation and Motivation: A Life-Span Perspective on Underachievement

References

4: Self-Regulation of Self-Efficacy and Attributions in Academic Settings

ACKNOWLEDGMENT

References

5: The Role of Children's Achievement Values in the Self-Regulation of Their Learning Outcomes

ACKNOWLEDGMENTS

References

III: Self-Regulation of Methods

6: Regulating Motivation and Cognition in the Classroom: The Role of Self-Schemas and Self-Regulatory Strategies

ACKNOWLEDGMENTS

References

7: Self-Regulated Reading and Getting Meaning From Text: The Transactional Strategies Instruction Model and Its Ongoing Validation

ACKNOWLEDGMENTS

References

8: Self-Regulating Academic Study Time: A Strategy Approach

References

ACKNOWLEDGMENT

IV: Self Regulation of Performance Outcomes

9: The Role and Development of Self-Regulation in the Writing Process

References

10: Student Volition and Education: Outcomes, Influences, and Practices

ACKNOWLEDGMENTS

References

V: Self-Regulation of Environmental Resources

11: Creating Interactive Sociocultural Environments for Self-Regulated Learning

References

12: Adaptive Help Seeking: A Strategy of Self-Regulated Learning

References

VI: Conclusion

13: Self-Regulation in Education: Retrospect and Prospect

References

Author Index

Subject Index
2.

Self-Regulated Learning and Academic Achievement: An Overview, in Educational Psychologist
by Barry J. Zimmerman. 15 pgs.

Journal Article
3.

Motivation: Theory and Research (Chap. 4 "Strategies for Assessing and Enhancing Motivation: Keys to Promoting Self-Regulated Learning and Performance")
by Michael Drillings, Harold F. O'Neil Jr. 332 pgs.

Book

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Title Page

Contents

Preface

1: Introduction to Motivation: Theory and Research

Part I: Theoretical Approaches

2: Goal Setting Theory

3: Classroom Motivation from an Attributional Perspective

4: Strategies for Assessing and Enhancing Motivation: Keys to Promoting Self-Regulated Learning and Performance

5: Individual Differences in Conation: Selected Constructs and Measures

6: Issues of Motivation in Asian Education

7: A Sociocultural Perspective on Motivation

Part II: Motivation of Groups

8: Some Issues Involved in Motivating Teams

9: The Relation between Soldier Motivation, Leadership, and Small Unit Performance

10: Psychological Resistance in Task Motivation and Performance

11: Stress Induced Anxiety of Individuals and Teams in a Simulator Environment

Part III: Motivation of Individuals

12: Curiosity and Exploratory Behavior

13: The Measurement and Teaching of Creativity

14: The Effects of an Intensive General Thinking Program on the Motivation and Cognitive Development of At-Risk Students: Findings from the Hots Program

15: Motivated to Lead: Dispositional and Biographical Antecedents of Leadership Performance

Author Index

Subject Index
4.

Goal Setting and Self-Efficacy during Self-Regulated Learning, in Educational Psychologist
by Dale H. Schunk. 16 pgs.

Journal Article
5.

Putting the Self in Self-Regulated Learning: The Self as Agent in Integrating Will and Skill, in Educational Psychologist
by Robert J. Marzano, Barbara L. McCombs. 19 pgs.

Journal Article
6.

Exploring the Source of Self-Regulated Learning: The Influence of Internal and External Comparisons, in Journal of Instructional Psychology
by Janice Williams Miller. 6 pgs.

Journal Article
7.

Self-Regulated Learning: The Interactive Influence of Metacognitive Awareness and Goal-Setting, in Journal of Experimental Education
by D. Scott Ridley, Paul A. Schutz, Robert S. Glanz, Claire E. Weinstein. 14 pgs.

Journal Article
8.

Self-Regulated Learning: Bridging the Gap between Metacognitive and Metamotivation Theories, in Educational Psychologist
by Monique Boekaerts. 6 pgs.

Journal Article
9.

Student Perceptions in the Classroom (Chap. 8 "Perceptions of Efficacy and Strategy Use in the Self-Regulation of Learning")
by Dale H. Schunk, Judith L. Meece. 363 pgs.

Book

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Title Page

Contents

Preface

Acknowledgments

I: Issues in the Study of Student Perceptions

1: Theory and Research on Student Perceptions in the Classroom

Acknowledgment

References

2: The Validity of Students' Self-Reports as Measures of Performance Affecting Self-Appraisals

References

II: Social Perceptions

3: Friends' Influence on Adolescents' Perceptions of Themselves at School

Acknowledgment

References

4: An Attributional Approach to Aggression in African-American Children

References

Acknowledgment

5: Teacher Beliefs and Children's Achievement Self-Perceptions: A Developmental Perspective

References

Acknowledgment

6: Student Perceptions and Academic Help-Seeking

References

III: Ability-Related Perceptions

7: Students' Motivational Beliefs and Their Cognitive Engagement in Classroom Academic Tasks

Acknowledgments

References

8: Perceptions of Efficacy and Strategy Use in the Self-Regulation of Learning

Acknowledgments

References

9: Gender Differences in Students' Perceptions: Consequences for Achievement-Related Choices

References

Acknowledgments

10: Self-Efficacy Perceptions and the Career-Related Choices of College Students

References

11: The Achievement-Related Perceptions of Children with Learning Problems: A Developmental Analysis

Acknowledgment

References

IV: Goal Perceptions

12: Students as Educational Theorists

Acknowledgment

References

13: Motivation and Achievement in Adolescence: a Multiple Goals Perspective

References

14: The Effects of Task Involvement and Ego Involvement on Achievement-Related Cognitions and Behaviors

References

15: Achievement Goals and the Classroom Motivational Climate

Acknowledgment

References

Author Index

Subject Index
10.

Inherent Details of Self-Regulated Learning Include Student Perceptions, in Educational Psychologist
by Dale H. Schunk. 9 pgs.

Journal Article
11.

The Theory & Practice of Learning (Chap. 9 "Self-Directed Learning")
by Colin Griffin, John Holford, Peter Jarvis. 198 pgs.

Book

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Title Page

Contents

The Authors

Preface to the First Edition

Preface to the Second Edition

Chapter 1: The Emergence of Lifelong Learning

Chapter 2: The Social Background of Lifelong Learning

Chapter 3: Behaviourist Approaches to Learning

Chapter 4: Cognitivist Theories

Chapter 5: Social Learning

Chapter 6: Experiential Learning

Chapter 7: Types of Learning

Chapter 8: Culture and Learning

Chapter 9: Self-Directed Learning

Chapter 10: Contracts and Learning

Chapter 11: Open and Distance Learning

Chapter 12: Work-Based and Problem-Based Learning

Chapter 13: The Learning Organization

Chapter 14: Assessing Learning

References

Further Reading

Index
12.

Thinking and Learning Skills, Vol. 2: Research and Open Questions (Chap. 25 "Fostering the Development of Self-Regulation in Children's Knowledge Processing")
by Susan F. Chipman, Judith W. Segal, Robert Glaser. 648 pgs.

Book

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Title Page

Contents

Preface

Higher Cognitive Goals for Education: An Introduction

Introduction to Volume 2: Research Trends and Their Implications

REFERENCES

Knowledge Acquisition

1: Techniques Available to Author, Teacher, and Reader to Improve Retention of Main Ideas of a Chapter

Preface

REFERENCES

APPENDIX: SUMMARY OF "TECHNIQUES AVAILABLE TO AUTHOR, TEACHER, AND READER TO IMPROVE RETENTION OF MAIN IDEAS OF A CHAPTER"

2: Cognitive Coping Strategies and the Problem of "Inert Knowledge"

3: The Social Context and Socialization Variables as Factors in Thinking and Learning

ACKNOWLEDGMENTS

REFERENCES

4: The Structure of Knowledge in Complex Domains

Problem Solving

5: The Relation of Knowledge to Problem Solving, with Examples from Kinematics

6: Understanding, Problem Representations, and Skill in Physics

ACKNOWLEDGMENTS

7: Encoding and the Development of Problem Solving

8: Influences of Language Skills on Bilinguals' Problem Solving

REFERENCES

9: Looking Across the River: Views from the Two Banks of Research and Development in Problem Solving

Intelligence and Reasoning

10: Instrumental and Componential Approaches to the Nature and Training of Intelligence

11: The Language-Minority Child: A Psychological, Linguistic, and Social Analysis

12: Comprehension Monitoring: Developmental and Educational Issues

13: Logical Thinking: Does it Occur in Daily Life? Can it Be Taught?

ACKNOWLEDGMENTS

REFERENCES

14: Mental Orthopedics, the Training of Cognitive Skills: An Interview with Alfred Binet

The Generality and Specificity of Cognitive Skills

15: General Cognitive Skills: Why Not?

REFERENCES

16: What Kinds of Intelligence Components are Fundamental?

REFERENCES

17: Three Problems in Teaching General Skills

18: Teaching Thinking: A Cognitive-Behavioral Perspective

Learning and Development in the Acquisition of Cognitive Skills

19: The Development of Science Explanations in Children and Adolescents: A Structural Approach

20: Interactive Roles of Knowledge and Strategies in the Development of Organized Sorting and Recall

21: Are Children Fundamentally Different Kinds of Thinkers and Learners Than Adults?

ACKNOWLEDGMENTS

22: Social Class and Ethnic Differences in Cognition: A Cultural Practice Perspective

REFERENCES

23: The Developmental Perspective on the Problem of Knowledge Acquisition: A Discussion

Approaches to the Teaching of Cognitive Skills

24: A Developmentally Based Approach to the Problem of Instructional Design

25: Fostering the Development of Self-Regulation in Children's Knowledge Processing

26: Teaching Reasoning Skills

27: On Meeting the Challenge

Two Perspectives

28: On Teaching Thinking: An Afterthought

29: Learning and Instruction: A Letter for a Time Capsule

Author Index

Subject Index
13.

Instructional-Design Theories and Models, Vol. II: A New Paradigm of Instructional Theory (Chap. 13 "A Design Theory for Classroom Instruction in Self-Regulated Learning?")
by Charles M. Reigeluth. 715 pgs.

Book

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Contents

Preface

Unit I: About Instructional-Design Theory

1: What is Instructional-Design Theory and How is It Changing?

References

2: Some Thoughts About Theories, Perfection, and Instruction

References

Unit 2: Fostering Cognitive Development

3: Cognitive Education and the Cognitive Domain

References

4: Multiple Approaches to Understanding ©

5: Teaching and Learning for Understanding

References

6: Open Learning Environments: Foundations, Methods, and Models

References

7: Designing Instruction for Constructivist Learning

References

8: Learning by Doing

9: Toward the Development of Flexibly Adaptive Instructional Designs

References

10: Designing Constructivist Learning Environments 1

References

11: Collaborative Problem Solving

References

12: Learning Communities in Classrooms: a Reconceptualization of Educational Practice

References

13: A Design Theory for Classroom Instruction in Self-Regulated Learning?

References

14: Systematically Using Powerful Learning Environments to Accelerate the Learning of Disadvantaged Students in Grades 4-8

15: Landamatics Instructional Design Theory and Methodology for Teaching General Methods of Thinking

16: Integrated Thematic Instruction: from Brain Research to Application

17: Instructional Transaction Theory (Itt): Instructional Design Based on Knowledge Objects

18: The Elaboration Theory: Guidance for Scope and Sequence Decisions

Unit 3: Fostering Psychomotor Development

19: The Development of Physical Skills: Instruction in the Psychomotor Domain

Unit 4: Fostering Affective Development

20: Affective Education and the Affective Domain: Implications for Instructional-Design Theories and Models

21: Recapturing Education's Full Mission: Educating for Social, Ethical, and Intellectual Development

22: Self-Science: Emotional Intelligence for Children

23: Structured Design for Attitudinal Instruction

24: Character Education: the Cultivation of Virtue

25: Adolescent Spiritual Development: Stages and Strategies

Unit 5: Reflections and Future Research

26: Formative Research: a Methodology for Creating and Improving Design Theories

References

27: Current Progress, Historical Perspective, and Some Tasks for the Future of Instructional Theory

References

Postscript

Author Index

Subject Index

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