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.
Table of Contents
- Historical, Contemporary, and Future Perspectives on Self-Regulated Learning and Performance
- Social Cognitive Theoretical Perspective of Self-Regulation
- Cognition and Metacognition Within Self-Regulated Learning
- Developmental Trajectories of Skills and Abilities Relevant for Self-Regulation of
- Motivation and Affect in Self-Regulated Learning: Does Metacognition Play a Role?
- Self-Regulation, Co-Regulation and Shared Regulation in Collaborative Learning Environments
- Metacognitive Pedagogies in Mathematics Classrooms: From Kindergarten to College and Beyond
- Self-Regulated Learning in Reading
- Self-Regulation and Writing
- The Self-Regulation of Learning and Conceptual Change in Science: Research,
- Using Technology-Rich Environments to Foster Self-Regulated Learning in the Social Studies
- Self-Regulated Learning in Music Practice and Performance
- Self-Regulation in Athletes: A Social Cognitive Perspective
- Self-Regulation: An Integral Part of Standards-Based Education
- Teachers as Agents in Promoting Students’ SRL and Performance: Applications
- Emerging Classroom Technology: Using Self-Regulation Principles as a Guide for Effective Implementation
- Understanding and Reasoning About Real-Time Cognitive, Affective, and
- The Role of Self-Regulated Learning in Digital Games
- Self-Regulation of Learning and Performance in Computer-Supported Collaborative Learning Environments
- Validity and the Use of Self-Report Questionnaires to Assess Self-Regulated Learning
- Capturing and Modeling Self-Regulated Learning Using Think-Aloud Protocols
- Assessing Self-Regulated Learning Using Microanalytic Methods
- Advancing Research and Practice About Self-Regulated Learning: The Promise of In-Depth Case Study Methodologies
- Examining the Cyclical, Loosely Sequenced, and Contingent Features of Self-Regulated Learning: Trace Data and Their Analysis
- Data Mining Methods for Assessing Self-Regulated Learning
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
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