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Other titles in the Educational Psychology Handbook series:
Handbook of Self-Regulation of Learning and Performance (Educational Psychology Handbook)
Synopses & Reviews
Self-regulated learning (or self-regulation) refers to the process whereby learners personally activate and sustain cognitions, affects, and behaviours that are systematically oriented toward the attainment of learning goals. This is the first volume to integrate into a single volume all aspects of the field of self-regulation of learning and performance: basic domains, applications to content areas, instructional issues, methodological issues, and individual differences. It draws on research from such diverse areas as cognitive, educational, clinical, social, and organizational psychology. Distinguishing features include:
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.
International Because research on self-regulation is increasingly global, a significant number of interntional contributors are included (see table of contents).
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 from around the world who are highly regarded experts on their particular topics and are active contributors to the field.
Book News Annotation:
Self-regulated learning and performance is characterized as processes by which learners personally activate and sustain cognitions, affects, and behaviors that are systematically oriented toward the attainment of personal goals. Scholars from Europe, North America, and Australia set out theoretical principles, research findings, and practical applications of self-regulation principles to educational settings. They cover basic domains of self-regulation of learning and performance, specific content areas, methodological issues in assessing the self-regulation of learning, and individual and group differences. Among specific topics are a cognitive and meta-cognitive analysis of self-regulated learning, studying self-regulated learning in classrooms, self-regulated learning processes and children's writing, assessing self-efficiency for self-regulated learning, and the influence of gender on students' self-regulated learning and performance. Annotation ©2011 Book News, Inc., Portland, OR (booknews.com)
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