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Self-Regulated Learning and Academic Achievement : Theory, Research, and Practice

Author: Barry J Zimmerman; Dale H Schunk
Publisher: New York, NY : Springer New York, 1989.
Series: Springer series in cognitive development.
Edition/Format:   eBook : Document : EnglishView all editions and formats
Database:WorldCat
Summary:
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  Read more...
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Details

Genre/Form: Electronic books
Additional Physical Format: Print version:
Material Type: Document, Internet resource
Document Type: Internet Resource, Computer File
All Authors / Contributors: Barry J Zimmerman; Dale H Schunk
ISBN: 9781461236184 1461236185
OCLC Number: 852791490
Description: 1 online resource (xv, 212 pages 5 illustrations).
Contents: 1 Models of Self-Regulated Learning and Academic Achievement --
2 Operant Theory and REnearch on Self-Regulation --
3 Self-Regulated Learning and Academic Achievement: A Phenomenological View --
4 Social Cognitive Theory and Self-Regulated Learning --
5 Self-Regulated Learning: A Volitional Analysis --
6 Self-Regulated Learning and Academic Achievement: A Vygotskian View --
7 The Constructivist Approach to Self-Regulation and Learning in the Classroom --
Author Index.
Series Title: Springer series in cognitive development.
Responsibility: edited by Barry J. Zimmerman, Dale H. Schunk.
More information:

Abstract:

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.

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