Handbook of Self-Regulation of Learning and Performance: 2nd Edition (Paperback) book cover

Handbook of Self-Regulation of Learning and Performance

2nd Edition

Edited by Dale H. Schunk, Jeffrey A. Greene

© 2018 – Routledge

514 pages | 12 B/W Illus.

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Paperback: 9781138903197
pub: 2017-09-19
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Description

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.

Reviews

"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

Table of Contents

Contents

  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

About the Editors

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.

About the Series

Educational Psychology Handbook

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.

Learn more…

Subject Categories

BISAC Subject Codes/Headings:
EDU000000
EDUCATION / General
EDU009000
EDUCATION / Educational Psychology
EDU028000
EDUCATION / Study Skills
EDU029000
EDUCATION / Teaching Methods & Materials / General

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