Series: Educational Psychology Handbook
Self-regulated learning (or self-regulation) refers to the process whereby learners personally activate and sustain cognitions, affects, and behaviours that are systematically oriented toward the attainment of learning goals. This is the first volume to integrate into a single volume all aspects of...
Published March 8th 2011 by Routledge
Theory, Research, and Applications
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...
Published October 11th 2007 by Routledge
A Century of Contributions: A Project of Division 15 (educational Psychology) of the American Psychological Society
Educational Psychology: A Century of Contributions--the first comprehensive book-length treatment of this topic--looks at the historic contributions of 16 leading psychologists, as well as others, who influenced the field of educational psychology from its philosophical moorings in the late 19th...
Published August 1st 2002 by Routledge
Theoretical Perspectives, 2nd Edition
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...
Published May 1st 2001 by Routledge
Issues and Educational Applications
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...
Published April 1st 1994 by Routledge
This book's two primary objectives are to present theory and research on the role of learners' achievement-related perceptions in educational contexts and to discuss the implications of this research for educational practices. Although contributors share the view that students' perceptions exert...
Published April 1st 1992 by Routledge