Motivation and Self-Regulated Learning
Theory, Research, and Applications
Edited by Dale H. Schunk, Barry J. Zimmerman
Routledge – 2008 – 432 pages
This volume focuses on the role of motivational processes – such as goals, attributions, self-efficacy, outcome expectations, self-concept, self-esteem, social comparisons, emotions, values, and self-evaluations– in self-regulated learning. It provides theoretical and empirical evidence demonstrating the role of motivation in self-regulated learning, and discusses detailed applications of the principles of motivation and self-regulation in educational contexts. Each chapter includes a description of the motivational variables, the theoretical rationale for their importance, research evidence to support their role in self-regulation, suggestions for ways to incorporate motivational variables into learning contexts to foster self-regulatory skill development, and achievement outcomes.
"[This book] gives a comprehensive, scholarly view of the complexities of motivation and self-regulated learning. The contributors to the book are nationally known researchers. The book provides a solid, well-researched foundation upon which the practitioner can create an environment or a curriculum that supports self-regulated learning and enhances student motivation."--Nancy Collins, The Journal of Higher Education July/August 2009, 80:4