Self-Regulated Learning and Academic Achievement

1. Front Matter

   Pages i-xv

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2. Models of Self-Regulated Learning and Academic Achievement

   • Barry J. Zimmerman

   Pages 1-25

3. Operant Theory and Research on Self-Regulation

   • F. Charles Mace, Phillip J. Belfiore, Michael C. Shea

   Pages 27-50

4. Self-Regulated Learning and Academic Achievement: A Phenomenological View

   • Barbara L. McCombs

   Pages 51-82

5. Social Cognitive Theory and Self-Regulated Learning

   • Dale H. Schunk

   Pages 83-110

6. Self-Regulated Learning: A Volitional Analysis

   • Lyn Corno

   Pages 111-141

7. Self-Regulated Learning and Academic Achievement: A Vygotskian View

   • Mary McCaslin Rohrkemper

   Pages 143-167

8. The Constructivist Approach to Self-Regulation and Learning in the Classroom

   • Scott G. Paris, James P. Byrnes

   Pages 169-200

9. Back Matter

   Pages 201-213

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Self-regulated learning is a new approach to studying student academic achievement. In contrast to previous ability or environmental formulations that address the why of achievement, self-regulation models focus on how students activate, alter, and sustain their learning practices using a variety of self-related processes. This book brings together a number of internationally known researchers representing different theoretical perspectives on students' self-regulated learning. In each chapter, the authors first describe a particular view of self-regulated learning to show how key subprocesses are defined and measured. Second, evidence that these key subprocesses affect student motivation and achievement is reviewed. Third, the authors describe and discuss how student self-regulated learning can be developed or taught based on their theoretical perspective. This book focuses on the influences of student self-regulated learning practices on academic achievement and motivation.

• Affect
• Motivation
• environment
• learning
• research
• self-regulated learning
• student motivation

• Doctoral Program in Educaitonal Psychology, Graduate School and University Center of the City University of New York, New York, USA

  Barry J. Zimmerman

• School of Education, University of North Carolina, USA

  Dale H. Schunk

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