Self-Regulated Learning and Academic Achievement: Theoretical Perspectives

By Barry J. Zimmerman; Dale H. Schunk | Go to book overview

Subject Index

A
Action versus state orientation, 195
Activity theory, 241-242
Actual self, 260
Adaptive learning, 236, 258, 281
Agency beliefs
and personal control, 80, 82, 92
and self-determination, 82, 83
and self-development, 83
and self-guides, 77, 95
and self-regulation, 98-114
authentic, 83, 93-94
description of, 72-74
Appropriation, 256
Aspired identity, 260, 276, 277, 280
Assessment of volition in school contexts
in classroom lessons, 208-210, 221
in computer work, 207-208
in cooperative learning, 209-211, 212-217
in texts, 206-207
Attributions, 132-133, 179, 180
Autobiographical interpretation, 260, 281

B
Buggy algorithms, 146, 272

C
Cognitions with motivational overtones, 194, 196
Cognitive conflict, 30
Cognitive revolution, 254
Conation (including conative), 197
Conditional knowledge, 274, 281
CoNoteS2, 181-186
Consciousness, 68-70, 73, 88, 92, 101, 113
Constructivist views
controversy, 300
strengths, 299-300
Control
action control, 194, 195
cognitive control, 199
emotion control, 199, 201, 213
environmental control, 199, 200, 202,213
motivation control, 199, 201, 204
Control beliefs, 268
Control theory, 16, 162-163
COPES model, 163-166, 167, 172, 174, 177,179
Coping, 192
Co-regulation, 236, 242-243, 248-249
Coverants, 8

D
Decision making, 170, 180, 186
Declarative knowledge, 273-274
Desired identity, 254, 260
Discriminative stimuli, 41

E
Efficacy, 179, 180, 186 (see Self-efficacy)
Emergent interaction, 235
Engels, 228-229, 230
Entity theories, 263
Epistemological beliefs, 259

F
Feedback,176,178
attributional, 134, 138-139
progress, 134, 141-142, 146, 148
Feedback loop, 5-6

-319-

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