Self-Regulated Learning and Academic Achievement: Theoretical Perspectives

Self-Regulated Learning and Academic Achievement: Theoretical Perspectives

Self-Regulated Learning and Academic Achievement: Theoretical Perspectives

Self-Regulated Learning and Academic Achievement: Theoretical Perspectives


This volume brings together internationally known researchers representing different theoretical perspectives on students' self-regulation of learning. Diverse theories on how students become self-regulated learners are compared in terms of their conceptual origins, scientific form, research productivity, and pedagogical effectiveness. This is the only comprehensive comparison of diverse classical theories of self-regulated learning in print.

The first edition of this text, published in 1989, presented descriptions of such differing perspectives as operant, phenomenological, social learning, volitional, Vygotskian, and constructivist theories. In this new edition, the same prominent editors and authors reassess these classic models in light of a decade of very productive research. In addition, an information processing perspective is included, reflecting its growing prominence.

Self-regulation models have proven especially appealing to teachers, coaches, and tutors looking for specific recommendations regarding how students activate, alter, and sustain their learning practices. Techniques for enhancing these processes have been studied with considerable success in tutoring sessions, computer learning programs, coaching sessions, and self-directed practice sessions. The results of these applications are discussed in this new edition.

The introductory chapter presents a historical overview of research and a theoretical framework for comparing and contrasting the theories described in the following chapters, all of which follow a common organizational format. This parallel format enables the book to function like an authored textbook rather than a typical edited volume. The final chapter offers an historical assessment of changes in theory and trends for future research.

This volume is especially relevant for students and professionals in educational psychology, school psychology, guidance and counseling, developmental psychology, child and family development, as well as for students in general teacher education.


There are nearly 1,000 self-hyphenated words in the English language (English & English, 1958) that describe how individuals react to and seek to control their own physical, behavioral, and psychological qualities. People are clearly fascinated with understanding and regulating themselves—a characteristic that many philosophers, theologians, and psychologists believe most distinguishes humans as a species. Recently, the search for self-understanding and self-regulation has turned to learning and academic achievement processes. As an organizing concept, self-regulated learning describes how learners control their thoughts, feelings, and actions in order to achieve academically.

The label self-regulated learning (SRL) may strike some readers as an oxymoron. By definition, doesn't the word regulation refer to keeping something regular in the face of changing conditions and doesn't the term learning refer to relatively stable changes in performance produced by experience? In fact, SRL seeks to explain how people improve their performance using a systematic or regular method of learning. Instead of focusing on sustaining the status quo, self-regulated learning researchers seek to understand how learners adapt to dynamic contexts by constantly enhancing their skill. We live in societies where changes in human contexts are occurring at the fastest rate in history. Individuals as well as communities must change quickly in the face of rapid technological advances. The viability of even long-standing professions can change dramatically, such as when computers and voice mail began to replace secretaries during the last decade. The half-life of a particular computer program and the skill to use it is now discussed in months rather than years. To avoid obsolescence and unemployment, workers at all levels of society must become effective life-long learners. This volume presents a comprehensive description of the major theoretical perspectives that are guiding research on how students become self-regulated learners. Because of the importance of this topic, researchers from widely divergent theoretical perspectives have been drawn to the issue of how . . .

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