1st Edition

Motivation and Self-Regulated Learning Theory, Research, and Applications

Edited By Dale H. Schunk, Barry J. Zimmerman Copyright 2008
    428 Pages
    by Routledge

    432 Pages
    by Routledge

    This volume focuses on the role of motivational processes – such as goals, attributions, self-efficacy, outcome expectations, self-concept, self-esteem, social comparisons, emotions, values, and self-evaluations– in self-regulated learning. It provides theoretical and empirical evidence demonstrating the role of motivation in self-regulated learning, and discusses detailed applications of the principles of motivation and self-regulation in educational contexts. Each chapter includes a description of the motivational variables, the theoretical rationale for their importance, research evidence to support their role in self-regulation, suggestions for ways to incorporate motivational variables into learning contexts to foster self-regulatory skill development, and achievement outcomes.

    Chapter 1 Motivation, Barry J. Zimmerman, Dale H. Schunk; Chapter 2 Self-Theories Motivate Self-Regulated Learning, Carol S. Dweck, Allison Master; Chapter 3 Self-Regulation of Achievement Goal Pursuit, James W. Fryer, Andrew J. Elliot; Chapter 4 Interest and Self-Regulation, Suzanne Hidi, Mary Ainley; Chapter 5 Motivational Role of Self-Efficacy Beliefs in Self-Regulated Learning, Frank Pajares; Chapter 6 Promoting Self-Regulated Learning, Lens Willy, Vansteenkiste Maarten; Chapter 7 The Role of Achievement Values in the Regulation of Achievement Behaviors*Much of the research on children’s achievement values discussed in this chapter was supported by grant HD-17553 from the National Institute of Child Health and Human Development (NICHD). Other research discussed in this chapter was supported by grant MH-31724 from the National Institute for Mental Health, HD-17296 from NICHD, grant BNS-8510504 from the National Science Foundation, and grants from the Spencer Foundation., Allan Wigfield, Laurel W. Hoa, Susan Lutz Klauda; Chapter 8 Work Habits and Self-Regulated Learning, Lyn Corno; Chapter 9 Understanding and Promoting Autonomous Self-Regulation, Johnmarshall Reeve, Richard Ryan, Edward L. Deci, Hyungshim Jang; Chapter 10 Attributions as Motivators of Self-Regulated Learning, Dale H. Schunk; Goal Setting, Barry J. Zimmerman; Chapter 12 The Weave of Motivation and Self-Regulated Learning, Philip H. Winne, Allyson F. Hadwin; Chapter 13 The Motivational Role of Adaptive Help Seeking in Self-Regulated Learning, Richard S. Newman; Chapter 14 Gender, Self-Regulation, and Motivation, Judith L. Meece, Jason Painter; Chapter 15 The Motivational Roles of Cultural Differences and Cultural Identity in Self-Regulated Learning, Dennis M. McInerney;


    Dale H. Schunk

    "[This book] gives a comprehensive, scholarly view of the complexities of motivation and self-regulated learning. The contributors to the book are nationally known researchers. The book provides a solid, well-researched foundation upon which the practitioner can create an environment or a curriculum that supports self-regulated learning and enhances student motivation."--Nancy Collins, The Journal of Higher Education July/August 2009, 80:4