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Self-Regulated Learning and Academic Achievement

Theory, Research, and Practice

  • Book
  • © 1989

Overview

Editors:
  1. Barry J. Zimmerman

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

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    You can also search for this editor in PubMed   Google Scholar

  2. Dale H. Schunk

    1. School of Education, University of North Carolina, USA

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    You can also search for this editor in PubMed   Google Scholar

Part of the book series: Springer Series in Cognitive Development (SSCOG)

Part of the book sub series: Progress in Cognitive Development Research (2116)

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Table of contents (7 chapters)

  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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Keywords

About this book

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.

Editors and Affiliations

  • 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

Bibliographic Information

  • Book Title: Self-Regulated Learning and Academic Achievement

  • Book Subtitle: Theory, Research, and Practice

  • Editors: Barry J. Zimmerman, Dale H. Schunk

  • Series Title: Springer Series in Cognitive Development

  • DOI: https://doi.org/10.1007/978-1-4612-3618-4

  • Publisher: Springer New York, NY

  • eBook Packages: Springer Book Archive

  • Copyright Information: Springer-Verlag New York Inc. 1989

  • Softcover ISBN: 978-1-4612-8180-1Published: 27 September 2011

  • eBook ISBN: 978-1-4612-3618-4Published: 06 December 2012

  • Series ISSN: 1431-8555

  • Edition Number: 1

  • Number of Pages: XV, 212

  • Topics: Psychology, general

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