2nd Edition

Handbook of Self-Regulation of Learning and Performance

Edited By Dale H. Schunk, Jeffrey A. Greene Copyright 2018
    530 Pages 12 B/W Illustrations
    by Routledge

    530 Pages 12 B/W Illustrations
    by Routledge

    The 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. At the same time, it advances meaningful perspectives on the scholarship and history that originally shaped the field. Divided into five major sections—basic domains, context, technology, methodology and assessment, and individual and group differences—this thoroughly updated handbook addresses recent theoretical refinements and advances in instruction and intervention that have changed approaches to developing learners’ capabilities to self-regulate in educational settings. Chapters written by leading experts in the field include discussions of methodological advances and expansions into new technologies and the role of learner differences in such areas as contexts and cultures. As a comprehensive guide to a rapidly evolving and increasingly influential subject area, this volume represents contemporary and future thinking in self-regulation theory, research, and applications.

    Chapter Structure – To ensure uniformity and coherence across chapters, each chapter author addresses the theoretical ideas underlying their topic, research evidence bearing on these ideas, future research directions, and implications for educational practice.

    Global – A significant number of international contributors are included to reflect the increasingly international research on self-regulation.

    Readable – In order to make the book accessible to students, chapters have been carefully edited for clarity, conciseness, and organizational consistency.

    Expertise – All chapters are written by leading researchers who are highly regarded experts on their particular topics and are active contributors to the field.



    1. Historical, Contemporary, and Future Perspectives on Self-Regulated Learning and Performance
    2. Dale H. Schunk and Jeffrey A. Greene

      Section I. Basic Domains of Self-Regulation of Learning and Performance

    3. Social Cognitive Theoretical Perspective of Self-Regulation
    4. Ellen L. Usher and Dale H. Schunk

    5. Cognition and Metacognition Within Self-Regulated Learning
    6. Philip H. Winne

    7. Developmental Trajectories of Skills and Abilities Relevant for Self-Regulation of
    8. Learning and Performance

      Rick H. Hoyle and Amy L. Dent

    9. Motivation and Affect in Self-Regulated Learning: Does Metacognition Play a Role?
    10. Anastasia Efklides, Bennett L. Schwartz, and Victoria Brown

    11. Self-Regulation, Co-Regulation and Shared Regulation in Collaborative Learning Environments
    12. Allyson Hadwin, Sanna Järvelä, and Mariel Miller

      Section II. Self-Regulation of Learning and Performance in Context

    13. Metacognitive Pedagogies in Mathematics Classrooms: From Kindergarten to College and Beyond
    14. Zemira R. Mevarech, Lieven Verschaffel, and Erik De Corte

    15. Self-Regulated Learning in Reading
    16. Keith W. Thiede and Anique B. H. de Bruin

    17. Self-Regulation and Writing
    18. Steve Graham, Karen R. Harris, Charles MacArthur, and Tanya Santangelo

    19. The Self-Regulation of Learning and Conceptual Change in Science: Research,
    20. Theory, and Educational Applications

      Gale M. Sinatra and Gita Taasoobshirazi

    21. Using Technology-Rich Environments to Foster Self-Regulated Learning in the Social Studies
    22. Eric G. Poitras and Susanne P. Lajoie

    23. Self-Regulated Learning in Music Practice and Performance
    24. Gary E. McPherson, Peter Miksza, and Paul Evans

    25. Self-Regulation in Athletes: A Social Cognitive Perspective
    26. Anastasia Kitsantas, Maria Kavussanu, Deborah B. Corbatto, and Pepijn K. C. van de Pol

    27. Self-Regulation: An Integral Part of Standards-Based Education
    28. Marie C. White and Maria K. DiBenedetto

    29. Teachers as Agents in Promoting Students’ SRL and Performance: Applications
    30. for Teachers’ Dual-Role Training Program

      Bracha Kramarski

      Section III. Technology and Self-Regulation of Learning and Performance

    31. Emerging Classroom Technology: Using Self-Regulation Principles as a Guide for Effective Implementation
    32. Daniel C. Moos

    33. Understanding and Reasoning About Real-Time Cognitive, Affective, and
    34. Metacognitive Processes to Foster Self-Regulation With Advanced Learning Technologies

      Roger Azevedo, Michelle Taub, and Nicholas V. Mudrick

    35. The Role of Self-Regulated Learning in Digital Games
    36. John L. Nietfeld

    37. Self-Regulation of Learning and Performance in Computer-Supported Collaborative Learning Environments
    38. Peter Reimann and Maria Bannert

      Section IV. Methodology and Assessment of Self-Regulation of Learning and Performance

    39. Validity and the Use of Self-Report Questionnaires to Assess Self-Regulated Learning
    40. Christopher A. Wolters and Sungjun Won

    41. Capturing and Modeling Self-Regulated Learning Using Think-Aloud Protocols
    42. Jeffrey A. Greene, Victor M. Deekens, Dana Z. Copeland, and Seung Yu

    43. Assessing Self-Regulated Learning Using Microanalytic Methods
    44. Timothy J. Cleary and Gregory L. Callan

    45. Advancing Research and Practice About Self-Regulated Learning: The Promise of In-Depth Case Study Methodologies
    46. Deborah L. Butler and Sylvie C. Cartier

    47. Examining the Cyclical, Loosely Sequenced, and Contingent Features of Self-Regulated Learning: Trace Data and Their Analysis
    48. Matthew L. Bernacki

    49. 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


    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.

    "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