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.
"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
Dale H. Schunk and Jeffrey A. Greene
Section I. Basic Domains of Self-Regulation of Learning and Performance
Ellen L. Usher and Dale H. Schunk
Philip H. Winne
Learning and Performance
Rick H. Hoyle and Amy L. Dent
Anastasia Efklides, Bennett L. Schwartz, and Victoria Brown
Allyson Hadwin, Sanna Järvelä, and Mariel Miller
Section II. Self-Regulation of Learning and Performance in Context
Zemira R. Mevarech, Lieven Verschaffel, and Erik De Corte
Keith W. Thiede and Anique B. H. de Bruin
Steve Graham, Karen R. Harris, Charles MacArthur, and Tanya Santangelo
Theory, and Educational Applications
Gale M. Sinatra and Gita Taasoobshirazi
Eric G. Poitras and Susanne P. Lajoie
Gary E. McPherson, Peter Miksza, and Paul Evans
Anastasia Kitsantas, Maria Kavussanu, Deborah B. Corbatto, and Pepijn K. C. van de Pol
Marie C. White and Maria K. DiBenedetto
for Teachers’ Dual-Role Training Program
Section III. Technology and Self-Regulation of Learning and Performance
Daniel C. Moos
Metacognitive Processes to Foster Self-Regulation With Advanced Learning Technologies
Roger Azevedo, Michelle Taub, and Nicholas V. Mudrick
John L. Nietfeld
Peter Reimann and Maria Bannert
Section IV. Methodology and Assessment of Self-Regulation of Learning and Performance
Christopher A. Wolters and Sungjun Won
Jeffrey A. Greene, Victor M. Deekens, Dana Z. Copeland, and Seung Yu
Timothy J. Cleary and Gregory L. Callan
Deborah L. Butler and Sylvie C. Cartier
Matthew L. Bernacki
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
Edited by Patricia A. Alexander, the Routledge Educational Psychology Handbook Series spans the entire field of educational psychology, providing in-depth, up-to-date coverage of the latest theories, research, methodologies, applications, issues, and policies in each area of study. Each handbook profiles the boundaries and maps the various sectors within its field of study.