Self-regulation of Learning and Performance: Issues and Educational Applications

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Dale H. Schunk, Barry J. Zimmerman
L. Erlbaum Associates, 1994 - Education - 329 pages
2 Reviews
In recent years, educators have become increasingly concerned with students' attempts to manage their own learning and achievement efforts through activities that influence the instigation, direction and persistence of those efforts. In 1989, Zimmerman and Schunk edited the first book devoted to this topic. They assembled key theorists offering a range of perspectives on how students self-regulate their academic functioning. One purpose of that volume was to provide theoretical direction to ongoing as well as nascent efforts to explore academic self-regulatory processes. Since that date, there has been an exponential surge in research. This second volume on academic self-regulation offers the fruits of the first generation of research. It also addresses a number of key issues that have arisen since then such as how self-regulation differs from such related constructs as motivation and metacognition, and whether students can be taught self-regulatory skills. The contributors reveal an interesting, uplifting, and at times, disturbing picture of how students grapple with the day-to-day problems of achieving in circumstances with inherent limitations and obstacles. This volume provides insight into the source of students' capabilities to surmount adversities -- the origins of their self-initiated processes designed to improve learning, motivation, and achievement.

The text is organized on the basis of a conceptual framework that analyzes academic self-regulation into four major dimensions. That model is presented in the first chapter, and key processes that influence each of these dimensions are discussed by prominent researchers in the chapters that follow. Because each chapter is written to follow a common format, this work provides a level of continuity and parsimony normally found only in authored textbooks.

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Self-regulation of Learning and Performance: Issues and ...
Self-regulation of Learning and Performance: Issues and Educational Applications - In recent years, educators have become increasingly concerned with ...
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Self-Regulation of Learning and Performance: Issues and ...
Self-Regulation of Learning and Performance: Issues and Educational Applications Book by Dale H. Schunk, Barry J. Zimmerman; 1994. Read Self-Regulation of ...
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Learning and Instruction : Commentary on self-regulation in school ...
In: dh Schunk and bj Zimmerman, Editors, Self-regulation of learning and performance: issues and educational applications, Erlbaum, Hillsdale, NJ (1994), ...
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EDUCATION REVIEW
The core objective of their second edited book, Self-regulation of Learning and Performance: Issues and Educational Applications (1994), was to identify the ...
edrev.asu.edu/ reviews/ rev77.htm

The Infography about Motivation and Self-Regulated Learning
In dh Schunk and bj Zimmerman (Eds.), Self-regulation of learning and performance: Issues and educational applications (pp. 3-21). Erlbaum. ...
www.infography.com/ content/ 810135344886.html

TL Forum 1998: Radloff and Styles - tertiary study and self ...
In dh Schunk & bj Zimmerman (Eds.), Self-regulation of learning and performance: Issues and educational applications, (pp. 127-153). ...
lsn.curtin.edu.au/ tlf/ tlf1998/ radloff.html

Self-RegulationReferences
In dh Schunk & bj Zimmerman, (Eds.), Self-regulation of learning and performance: Issues and educational applications (pp. 127-154). Hillsdale, NJ: Erlbaum. ...
www.gifted.uconn.edu/ siegle/ SelfRegulation/ section13.html

STUDENTSMOTIVATIONAL BELIEFS, SELF-REGULATION STRATEGIES AND ...
2005. In Chick, hl & Vincent, jl (Eds.). Proceedings of the 29. th. Conference of the International. Group for the Psychology of Mathematics Education, Vol. ...
www.emis.de/ proceedings/ PME29/ PME29RRPapers/ PME29Vol3MousoulidesPhilippou.pdf


1: . , ' (1999). - ...
www.cet.ac.il/ self-regulation/ Units/ unit1-bibliography.htm

Goal and Self-Evaluative Influences During Children's Cognitive ...
Self-regulation of learning and performance. Issues and educational applications (pp.3-21). Hillsdale, NJ: Erlbaum; Zimmerman, BJ, & Martinez-Pons, ...
aer.sagepub.com/ cgi/ content/ refs/ 33/ 2/ 359

About the author (1994)

Paul R. Pintrich" is Professor of Education and Psychology and Chair of the Combined Program in Education and Psychology at the University of Michigan, Ann Arbor. He also has served as the Associate Dean for Research for the School of Education at Michigan. He has a B.A. in psychology from Clark University in Worcester, Massachusetts, and an M.A. in developmental psychology, and a Ph.D. in education and psychology from the University of Michigan, Ann Arbor. His research focuses on the development of motivation and self-regulated learning in adolescence and how the classroom context shapes the trajectory of motivation and self-regulation development.

Paul has published over 100 articles and chapters and is co-author or co-editor of eight books, including the "Advances in Motivation and Achievement" series. He also has served as editor of Educational Psychologist, the American Psychological Association journal for Division 15Educational Psychology. His research has been funded by the National Science Foundation, the Office of Educational Research and Improvement in the Department of Education, the Spencer Foundation, and the Kellogg Foundation.

Paul has served as President of Division 15-Educational Psychology for the American Psychological Association and is currently President-Elect of Division 5-Educational and Instructional Psychology for the International Association of Applied Psychology. He is a Fellow of the American Psychological Association and has been a National Academy of Education Spencer Fellow. He won the 1999 Best Research Review Article Award from the American Educational Research Association. He also has won the Class of 1923 Award from the College ofLiterature, Science, and Arts and the School of Education at the University of Michigan for excellence in undergraduate teaching.

"Dale H. Schunk" is Dean of the School of Education and Professor of Curriculum and Instruction at the University of North Carolina at Greensboro. He holds a Ph.D. in Educational Psychology from Stanford University, an M.Ed. from Boston University, and a B.S. from the University of Illinois at Urbana. He has held faculty positions at Purdue University (where he served as Head of the Department of Educational Studies), the University of North Carolina at Chapel Hill (where he also was Chair of the Academic Affairs Institutional Review Board), and the University of Houston.

Dale has edited six books, is author of "Learning Theories: An Educational Perspective" (Prentice Hall, 2000) and over 80 articles and book chapters. He has served as President of Division 15-Educational Psychology for the American Psychological Association and as Secretary of Division iLearning and Instruction for the American Educational Research Association. He is presently a member of the editorial boards of three professional journals.

Dale's teaching and research interests include learning, motivation, and self-regulation. He has received the Early Career Contributions Award in Educational Psychology from the American Psychological Association, the Albert J. Harris Research Award from the International Reading Association, and the Outstanding Service Award from the Purdue University School of Education.

Barry J. Zimmerman is a Professor Emeritus of Educational Psychology at the Graduate School and University Center of the City University of New York. He has conducted research and written extensively on the role of social learning and self regulatory processes of children, youth, and adults. He has written more than 200 research articles, book chapters, and professional conference papers. He has also authored or edited 14 books or journal volumes on social cognitive and self regulatory processes in the learning of children and youth. His most recent book is "Self-Regulated Learning and Academic Achievement: Theoretical Perspectives".

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