Handbook of Self Regulation of Learning and Performance 2nd Edition by Dale H Schunk, Jeffrey A Greene ISBN 1315697041 9781138903197

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Product details:

ISBN 10: 1315697041

ISBN 13: 9781138903197 

Author: Dale H. Schunk, Jeffrey A. Greene 

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:

Section I. Basic Domains of Self-Regulation of Learning and Performance

1. Social Cognitive Theoretical Perspective of Self-Regulation
2. Cognition and Metacognition Within Self-Regulated Learning
3. Developmental Trajectories of Skills and Abilities Relevant for Self-Regulation of Learning and Performance
4. Motivation and Affect in Self-Regulated Learning: Does Metacognition Play a Role?
5.Self-Regulation, Co-Regulation and Shared Regulation in Collaborative Learning Environments

Section II. Self-Regulation of Learning and Performance in Context
6. Metacognitive Pedagogies in Mathematics Classrooms: From Kindergarten to College and Beyond
7. Self-Regulated Learning in Reading
8. Self-Regulation and Writing
9. The Self-Regulation of Learning and Conceptual Change in Science: Research, Theory, and Educational Applications
10. Using Technology-Rich Environments to Foster Self-Regulated Learning in the Social Studies
11. Self-Regulated Learning in Music Practice and Performance
12. Self-Regulation in Athletes: A Social Cognitive Perspective
13. Self-Regulation: An Integral Part of Standards-Based Education
14. Teachers as Agents in Promoting Students’ SRL and Performance: Applications for Teachers’ Dual-Role Training Program

Section III. Technology and Self-Regulation of Learning and Performance
15. Emerging Classroom Technology: Using Self-Regulation Principles as a Guide for Effective Implementation
16. Understanding and Reasoning About Real-Time Cognitive, Affective, and Metacognitive Processes to Foster Self-Regulation With Advanced Learning Technologies
17. The Role of Self-Regulated Learning in Digital Games
18. Self-Regulation of Learning and Performance in Computer-Supported Collaborative Learning Environments

Section IV. Methodology and Assessment of Self-Regulation of Learning and Performance
19. Validity and the Use of Self-Report Questionnaires to Assess Self-Regulated Learning
20. Capturing and Modeling Self-Regulated Learning Using Think-Aloud Protocols
21. Assessing Self-Regulated Learning Using Microanalytic Methods
22. Advancing Research and Practice About Self-Regulated Learning: The Promise of In-Depth Case Study Methodologies
23. Examining the Cyclical, Loosely Sequenced, and Contingent Features of Self-Regulated Learning: Trace Data and Their Analysis
24. Data Mining Methods for Assessing Self-Regulated Learning

Section V. Individual and Group Differences in Self-Regulation of Learning and Performance
25. Calibration of Performance and Academic Delay of Gratification: Individual and Group Differences in Self-Regulation of Learning
26. Academic Help Seeking as a Self-Regulated Learning Strategy: Current Issues, Future Directions
27. The Three Faces of Epistemic Thinking in Self-Regulated Learning
28. Advances in Understanding Young Children’s Self-Regulation of Learning
29. Self-Regulation: Implications for Individuals With Special Needs
30. Culture and Self-Regulation in Educational Contexts

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Tags: Dale H Schunk, Jeffrey A Greene, Handbook, Self Regulation, Learning, Performance