Handbook of Self-Regulation of Learning and Performance

<p>The second edition of the popular <i>Handbook of Self-Regulation of Learning and Performance</i> 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.</p><p><strong> <br><p>Chapter Structure</p></strong> – 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. <br><strong> <br><p>Global</p></strong> – A significant number of international contributors are included to reflect the increasingly international research on self-regulation. <br><strong> <br><p>Readable</p></strong> – In order to make the book accessible to students, chapters have been carefully edited for clarity, conciseness, and organizational consistency. <br><strong> <br><p>Expertise</p></strong> – All chapters are written by leading researchers who are highly regarded experts on their particular topics and are active contributors to the field.</p> <p>Contents</p><ol> <i> </i><p> </p> <li>Historical, Contemporary, and Future Perspectives on Self-Regulated Learning and Performance</li> <p>Dale H. Schunk and Jeffrey A. Greene</p> <b> </b><p>Section I. Basic Domains of Self-Regulation of Learning and Performance</p> <i> </i><p> </p> <li>Social Cognitive Theoretical Perspective of Self-Regulation</li> <p>Ellen L. Usher and Dale H. Schunk</p> <i> </i><p> </p> <li>Cognition and Metacognition Within Self-Regulated Learning</li> <p>Philip H. Winne</p> <i> </i><p> </p> <li>Developmental Trajectories of Skills and Abilities Relevant for Self-Regulation of</li> <p>Learning and Performance</p> <p>Rick H. Hoyle and Amy L. Dent</p> <i> </i><p> </p> <li>Motivation and Affect in Self-Regulated Learning: Does Metacognition Play a Role?</li> <p>Anastasia Efklides, Bennett L. Schwartz, and Victoria Brown</p> <i> </i><p> </p> <li>Self-Regulation, Co-Regulation and Shared Regulation in Collaborative Learning Environments</li> <p>Allyson Hadwin, Sanna Järvelä, and Mariel Miller</p> <b> </b><p>Section II. Self-Regulation of Learning and Performance in Context</p> <i> </i><p> </p> <li>Metacognitive Pedagogies in Mathematics Classrooms: From Kindergarten to College and Beyond</li> <p>Zemira R. Mevarech, Lieven Verschaffel, and Erik De Corte</p> <i> </i><p> </p> <li>Self-Regulated Learning in Reading</li> <p>Keith W. Thiede and Anique B. H. de Bruin</p> <i> </i><p> </p> <li>Self-Regulation and Writing</li> <p>Steve Graham, Karen R. Harris, Charles MacArthur, and Tanya Santangelo</p> <i> </i><p> </p> <li>The Self-Regulation of Learning and Conceptual Change in Science: Research,</li> <p>Theory, and Educational Applications</p> <p>Gale M. Sinatra and Gita Taasoobshirazi</p> <i> </i><p> </p> <li>Using Technology-Rich Environments to Foster Self-Regulated Learning in the Social Studies</li> <p>Eric G. Poitras and Susanne P. Lajoie</p> <i> </i><p> </p> <li>Self-Regulated Learning in Music Practice and Performance</li> <p>Gary E. McPherson, Peter Miksza, and Paul Evans </p> <i> </i><p> </p> <li>Self-Regulation in Athletes: A Social Cognitive Perspective</li> <p>Anastasia Kitsantas, Maria Kavussanu, Deborah B. Corbatto, and Pepijn K. C. van de Pol</p> <i> </i><p> </p> <li>Self-Regulation: An Integral Part of Standards-Based Education</li> <p>Marie C. White and Maria K. DiBenedetto</p> <i> </i><p> </p> <li>Teachers as Agents in Promoting Students’ SRL and Performance: Applications</li> <p>for Teachers’ Dual-Role Training Program</p> <p>Bracha Kramarski</p> <b> </b><p>Section III. Technology and Self-Regulation of Learning and Performance</p> <i> </i><p> </p> <li>Emerging Classroom Technology: Using Self-Regulation Principles as a Guide for Effective Implementation</li> <p>Daniel C. Moos</p> <i> </i><p> </p> <li>Understanding and Reasoning About Real-Time Cognitive, Affective, and</li> <p>Metacognitive Processes to Foster Self-Regulation With Advanced Learning Technologies</p> <p>Roger Azevedo, Michelle Taub, and Nicholas V. Mudrick</p> <i> </i><p> </p> <li>The Role of Self-Regulated Learning in Digital Games</li> <p>John L. Nietfeld</p> <i> </i><p> </p> <li>Self-Regulation of Learning and Performance in Computer-Supported Collaborative Learning Environments</li> <p>Peter Reimann and Maria Bannert</p> <b> </b><p>Section IV. Methodology and Assessment of Self-Regulation of Learning and Performance</p> <i> </i><p> </p> <li>Validity and the Use of Self-Report Questionnaires to Assess Self-Regulated Learning</li> <p>Christopher A. Wolters and Sungjun Won</p> <i> </i><p> </p> <li>Capturing and Modeling Self-Regulated Learning Using Think-Aloud Protocols</li> <p>Jeffrey A. Greene, Victor M. Deekens, Dana Z. Copeland, and Seung Yu</p> <i> </i><p> </p> <li>Assessing Self-Regulated Learning Using Microanalytic Methods</li> <p>Timothy J. Cleary and Gregory L. Callan</p> <i> </i><p> </p> <li>Advancing Research and Practice About Self-Regulated Learning: The Promise of In-Depth Case Study Methodologies</li> <p>Deborah L. Butler and Sylvie C. Cartier</p> <i> </i><p> </p> <li>Examining the Cyclical, Loosely Sequenced, and Contingent Features of Self-Regulated Learning: Trace Data and Their Analysis</li> <p>Matthew L. Bernacki</p> <i> </i><p> </p> <li>Data Mining Methods for Assessing Self-Regulated Learning</li> </ol><p>Gautam Biswas, Ryan S. Baker, and Luc Paquette </p><p>Section V. Individual and Group Differences in Self-Regulation of Learning and Performance</p><p>26. <i>Calibration of Performance and Academic Delay of Gratification: Individual and Group Differences in Self-Regulation of Learning</i></p><p>Peggy P. Chen and Héfer Bembenutty</p><p>27.<strong> </strong><i>Academic Help Seeking as a Self-Regulated Learning Strategy: Current Issues, Future Directions</i></p><p>Stuart A. Karabenick and Eleftheria N. Gonida</p><p>28. The Three Faces of Epistemic Thinking in Self-Regulated Learning</p><p>Krista R. Muis and Cara Singh</p><p>29. <i>Advances in Understanding Young Children’s Self-Regulation of Learning</i></p><p>Nancy E. Perry, Lynda R. Hutchinson, Nikki Yee, and Elina Määttä</p><p>30. <i>Self-Regulation: Implications for Individuals With Special Needs</i></p><p>Linda H. Mason and Robert Reid</p><p>31. <i>Culture and Self-Regulation in Educational Contexts</i></p><p>Dennis M. McInerney and Ronnel B. King</p>