Self-Regulated Learning and Academic Achievement
Theoretical Perspectives 2nd Revised edition
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Self-Regulated Learning and Academic Achievement by Barry J. Zimmerman
Book DescriptionThis volume brings together internationally known researchers representing different theoretical perspectives on students' self-regulation of learning. Diverse theories on how students become self-regulated learners are compared in terms of their conceptual origins, scientific form, research productivity, and pedagogical effectiveness. This is the only comprehensive comparison of diverse classical theories of self-regulated learning in print. The first edition of this text, published in 1989, presented descriptions of such differing perspectives as operant, phenomenological, social learning, volitional, Vygotskian, and constructivist theories. In this new edition, the same prominent editors and authors reassess these classic models in light of a decade of very productive research. In addition, an information processing perspective is included, reflecting its growing prominence. Self-regulation models have proven especially appealing to teachers, coaches, and tutors looking for specific recommendations regarding how students activate, alter, and sustain their learning practices. Techniques for enhancing these processes have been studied with considerable success in tutoring sessions, computer learning programs, coaching sessions, and self-directed practice sessions. The results of these applications are discussed in this new edition. The introductory chapter presents a historical overview of research and a theoretical framework for comparing and contrasting the theories described in the following chapters, all of which follow a common organizational format. This parallel format enables the book to function like an authored textbook rather than a typical edited volume. The final chapter offers an historical assessment of changes in theory and trends for future research. This volume is especially relevant for students and professionals in educational psychology, school psychology, guidance and counseling, developmental psychology, child and family development, as well as for students in general teacher education.
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Book DetailsISBN: 9780805835618
(229mm x 152mm x 17mm)
Imprint: Lawrence Erlbaum Associates Inc
Publisher: Taylor & Francis Inc
Publish Date: 12-Jun-2001
Country of Publication: United States
Books By Author Barry J. Zimmerman
Handbook of Self-Regulation of Learning and Performance, Hardback (April 2011)
This is the first volume to integrate 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.
Motivation and Self-Regulated Learning, Hardback (December 2007)
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. This book provides theoretical and empirical evidence demonstrating the role of motivation in self-regulated learning.
Educational Psychology, Paperback (September 2002)
A comprehensive treatment of educational psychology. It examines the historic contributions of 16 leading psychologists, as well as others, who influenced the field of educational psychology from its philosophical moorings in the late-19th century to its scientific status at the dawn of the 21st.
Self-Regulated Learning and Academic Achievement, Hardback (June 2001)» View all books by Barry J. Zimmerman
This volume presents a description of major theoretical perspectives guiding research, including current theoretical thinking on how students become self-regulated learners. It focuses not only on research and theory, but also on instructional practice.
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