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| fixed length control field |
04291nam a2200469 i 4500 |
| 001 - CONTROL NUMBER |
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| control field |
177472987 |
| 003 - CONTROL NUMBER IDENTIFIER |
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| control field |
OSt |
| 005 - DATE AND TIME OF LATEST TRANSACTION |
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| control field |
20200122185452.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION |
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| fixed length control field |
140409s2009||||us ###frb 001 0 eng d |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
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| International Standard Book Number |
9780805835618 (pbk) |
| 024 3# - OTHER STANDARD IDENTIFIER |
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| Standard number or code |
080583561x (pbk) |
| 035 ## - SYSTEM CONTROL NUMBER |
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| System control number |
(OCoLC)876120435 |
| 040 ## - CATALOGING SOURCE |
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| Original cataloging agency |
ABES |
| Language of cataloging |
fre |
| Transcribing agency |
JCRC |
| 245 00 - TITLE STATEMENT |
|---|
| Title |
6 Self-regulated Learning and Academic Achievement |
| Remainder of title |
Theoretical Perspectives / |
| Statement of responsibility, etc. |
Edited by Barry J. Zimmerman, Dale H. Schunk. |
| 250 ## - EDITION STATEMENT |
|---|
| Edition statement |
2nd ed. |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. |
|---|
| Place of publication, distribution, etc. |
Mahwah, NJ : |
| Name of publisher, distributor, etc. |
Lawrence Erlbaum Associates, |
| Date of publication, distribution, etc. |
2001. |
| 300 ## - PHYSICAL DESCRIPTION |
|---|
| Extent |
322 p.: |
| Other physical details |
ill.; |
| Dimensions |
23 cm. |
| 504 ## - BIBLIOGRAPHY, ETC. NOTE |
|---|
| Bibliography, etc. note |
Includes bibliographical references and an author and subject index.<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
SUMMARY: |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
''This 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.<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
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.<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
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.<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
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.<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
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.'' --Book cover |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
CONTENTS: |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
1. Theories of Self-Regulated Learning and Academic Achievement: An Overview and Analysis / <br/> |
| Statement of responsibility |
Barry J. Zimmerman |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
2. Operant Theory and Research on Self-Regulation / <br/> |
| Statement of responsibility |
F.Charles Mace, Phillip J. Belfiore, Jeffrey M. Hutchinson |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
3. Self-Regulated Learning and Academic Achievement: A Phenomenological View / |
| Statement of responsibility |
Barbara L. McCombs |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
4. Social Cognitive Theory and Self-Regulated Learning / |
| Statement of responsibility |
Dale H. Schunk<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
5. Self-Regulated Learning Viewed From Models of Information Processing / |
| Statement of responsibility |
Philip H. Winne |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
6. Volitional Aspects of Self-Regulated Learning / |
| Statement of responsibility |
Lyn Corno<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
7. Self-Regulated Learning and Academic Achievement: A Vygotskian View / <br/> |
| Statement of responsibility |
Mary McCaslin, Daniel T. Hickey |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
8. Constructing Theories, Identities, and Actions of Self-Regulated Learners / |
| Statement of responsibility |
Scott G. Paris, James P. Byrnes, Alison H. Paris<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
9. Reflections on Theories of Self-Regulated Learning and Academic Achievement / |
| Statement of responsibility |
Barry J. Zimmerman, Dale H. Schunk |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
Motivation in education. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
Academic achievement. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
Self-control. |
| 700 1# - ADDED ENTRY--PERSONAL NAME |
|---|
| Personal name |
Zimmerman, Barry J.. |
| 700 1# - ADDED ENTRY--PERSONAL NAME |
|---|
| Personal name |
Schunk, Dale H.. |
| 856 ## - ELECTRONIC LOCATION AND ACCESS |
|---|
| Uniform Resource Identifier |
<a href="https://ocul-uo.primo.exlibrisgroup.com/permalink/01OCUL_UO/gege1p/alma991005880019705161">https://ocul-uo.primo.exlibrisgroup.com/permalink/01OCUL_UO/gege1p/alma991005880019705161</a> |
| Public note |
Check the UO library catalogue for availability. |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) |
|---|
| Source of classification or shelving scheme |
|
| Koha item type |
Livres |
