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020 _a9780805835618 (pbk)
024 3 _a080583561x (pbk)
035 _a(OCoLC)876120435
040 _aABES
_bfre
_cJCRC
245 0 0 _a6 Self-regulated Learning and Academic Achievement
_bTheoretical Perspectives /
_cEdited by Barry J. Zimmerman, Dale H. Schunk.
250 _a2nd ed.
260 _aMahwah, NJ :
_bLawrence Erlbaum Associates,
_c2001.
300 _a322 p.:
_bill.;
_c23 cm.
504 _aIncludes bibliographical references and an author and subject index.
505 _aSUMMARY:
505 _a''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.
505 _aThe 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.
505 _aSelf-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.
505 _aThe 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.
505 _aThis 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 _aCONTENTS:
505 _a1. Theories of Self-Regulated Learning and Academic Achievement: An Overview and Analysis /
_rBarry J. Zimmerman
505 _a2. Operant Theory and Research on Self-Regulation /
_rF.Charles Mace, Phillip J. Belfiore, Jeffrey M. Hutchinson
505 _a3. Self-Regulated Learning and Academic Achievement: A Phenomenological View /
_rBarbara L. McCombs
505 _a4. Social Cognitive Theory and Self-Regulated Learning /
_rDale H. Schunk
505 _a5. Self-Regulated Learning Viewed From Models of Information Processing /
_rPhilip H. Winne
505 _a6. Volitional Aspects of Self-Regulated Learning /
_rLyn Corno
505 _a7. Self-Regulated Learning and Academic Achievement: A Vygotskian View /
_rMary McCaslin, Daniel T. Hickey
505 _a8. Constructing Theories, Identities, and Actions of Self-Regulated Learners /
_rScott G. Paris, James P. Byrnes, Alison H. Paris
505 _a9. Reflections on Theories of Self-Regulated Learning and Academic Achievement /
_rBarry J. Zimmerman, Dale H. Schunk
650 0 _aMotivation in education.
650 0 _aAcademic achievement.
650 0 _aSelf-control.
700 1 _aZimmerman, Barry J..
700 1 _aSchunk, Dale H..
856 _uhttps://ocul-uo.primo.exlibrisgroup.com/permalink/01OCUL_UO/gege1p/alma991005880019705161
_zCheck the UO library catalogue for availability.
942 _2z
_cBK