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Handbook of Self-Regulation

Artikelnummer: 978-0-12-369519-2
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  • Foreword
  • About the Editors
  • 1: Self-Regulation: An Introductory Overview
  • Part I: General Theories and Models of Self-Regulation
    • 2: Attaining Self-Regulation: A Social Cognitive Perspective
      • I INTRODUCTION
      • II THE STRUCTURE OF SELF-REGULATORY SYSTEMS
      • III SOCIAL AND ENVIRONMENTAL INFLUENCES ON SELF-REGULATION
      • IV DYSFUNCTIONS IN SELF-REGULATION
      • V DEVELOPMENT OF SELF-REGULATORY SKILL
      • VI FUTURE RESEARCH DIRECTIONS
      • VII A CONCLUDING COMMENT
      • ACKNOWLEDGMENT
    • 3: On the Structure of Behavioral Self-Regulation
      • I BEHAVIOR IS GOAL DIRECTED AND FEEDBACK CONTROLLED
      • II HIERARCHICALITY AMONG GOALS
      • III FEEDBACK CONTROL AND CREATION OF AFFECT
      • IV CONFIDENCE AND DOUBT, PERSISTENCE AND GIVING UP
      • V DYNAMIC SYSTEMS AND HUMAN BEHAVIOR
      • VI CATASTROPHE THEORY
      • VII CONCLUDING COMMENT
      • ACKNOWLEDGMENT
    • 4: Aspects of Goal Networks: Implications for Self-Regulation
      • I A STRUCTURAL ANALYSIS OF GOAL NETWORKS
      • II SELF-REGULATORY CONSEQUENCES OF GOAL NETWORK STRUCTURE
      • III INDIVIDUAL DIFFERENCES IN THE STRUCTURE OF GOALS AND MEANS
      • IV COMPARISON TO OTHER PERSPECTIVES ON GOAL NETWORKS
      • V FUTURE DIRECTIONS: INTERPERSONAL GOALS
      • VI CONCLUSION
    • 5: A Functional-Design Approach to Motivation and Self-Regulation: The Dynamics of Personality Systems Interactions
      • I INTRODUCTION
      • II DYNAMIC CONCEPTS IN CLASSICAL THEORIES OF MOTIVATION
      • III ARISTOTLE'S DYNAMIC CONCEPTS
      • IV PERSONALITY SYSTEMS INTERACTION THEORY
      • V BACK TO THE FUTURE: FROM CONTENTS TO MECHANISMS
      • VI CONCLUSION
      • ACKNOWLEDGMENT
    • 6: Personality, Self-Regulation, and Adaptation: A Cognitive-Social Framework
      • I FRAMEWORKS FOR PERSONALITY AND SELF-REGULATION RESEARCH
      • II SELF-REGULATION, TRAITS, AND COGNITIVE STRESS PROCESSES
      • III PERSONALITY AND SELF-REGULATION OF REACTIONS TO LIFE STRESS
      • IV PERSONALITY AND SELF-REGULATION IN PERFORMANCE ENVIRONMENTS
      • V AGGRESSIVE BEHAVIOR
      • VI CONCLUSIONS
    • 7: Organization and Development of Self-Understanding and Self-Regulation: Toward a General Theory
      • I INTRODUCTION
      • II THE ARCHITECTURE OF SELF-AWARE AND SELF-REGULATED SYSTEMS
      • III DEVELOPMENT OF SELF-UNDERSTANDING AND SELF-REGULATION
      • IV EXPLAINING THE DEVELOPMENT OF SELF-UNDERSTANDING AND SELF-REGULATION
      • V CONCLUSIONS
    • 8: The Role of Intention in Self-Regulation: Toward Intentional Systemic Mindfulness
      • I SYSTEMS THEORY, SELF-REGULATION, AND MINDFULNESS
      • II SELF-REGULATION
      • III SELF-REGULATION TECHNIQUES AND POTENTIAL LIMITATIONS
      • IV PSYCHOPHYSIOLOGICAL RESEARCH ON SELF-REGULATION - PHYSIOLOGY AND ENERGY
      • V ELABORATION OF AN EXPANDED SELF-REGULATION MODEL: INTENTION
      • VI INTENTION
      • VII INTENTIONAL SYSTEMIC MINDFULNESS: MINDFULNESS QUALITIES AND SYSTEMIC PERSPECTIVES
      • VIII APPLICATIONS OF INTENTIONAL SYSTEMIC MINDFULNESS TO SELF-REGULATION TECHNIQUES
      • IX CONNECTEDNESS AND INTERCONNECTEDNESS
      • X GENERAL PRINCIPLES OF INTENTIONAL SYSTEMIC MINDFULNESS INTERVENTIONS
      • XI FACILITATING INTENTION SYSTEMIC MINDFULNESS
      • XII DIRECTIONS FOR FUTURE RESEARCH
      • XIII IMPLICATIONS FOR HEALTH AND MEDICINE
      • XIV SUMMARY
      • ACKNOWLEDGMENTS
    • 9: Communal Aspects of Self-Regulation
      • I INTRODUCTION
      • II COPING AS SELF-REGULATION
      • III SUMMARY AND CONCLUSION
      • ACKNOWLEDGMENT
    • Part II: Domain-Specific Models and Research on Self-Regulation
      • 10: Self-Regulation in Organizational Settings: A Tale of two Paradigms
        • I INTRODUCTION
        • II DEFINITIONS
        • III TWO PARADIGMS
        • IV THE PARADIGMS IN INDUSTRIAL- ORGANIZATIONAL PSYCHOLOGICAL THEORIES OF SELF-REGULATION
        • V MERGING THE PARADIGMS
        • VI CONCLUSION
      • 11: Self-Regulation and Health Behavior: The Health Behavior Goal Model
        • I INTRODUCTION
        • II CURRENT HEALTH BEHAVIOR MODELS AND SELF-REGULATION
        • III SELF-REGULATION AND THE PERSONAL GOAL STRUCTURE
        • IV GOAL ALIGNMENT, GOAL CONFLICT, AND GOAL BALANCE
        • V GOAL SETTING AND GOAL ORIENTATION
        • VI GOALS, BELIEFS, AND EMOTIONS
        • VII THE SELF-REGULATION PROCESS
        • VIII THE HEALTH BEHAVIOR GOAL MODEL
        • IX CONCLUSION AND DIRECTIONS FOR FUTURE RESEARCH
        • ACKNOWLEDGMENT
      • 12: Regulation, Self-Regulation, and Construction of the Self in the Maintenance of Physical Health
        • I THE SELF-REGULATION THEME
        • II PROBLEM SOLVING, SELF-REGULATION, AND REGULATION OF THE SELF
        • III MODELING PROBLEM SOLVING, SELF-REGULATION, AND SELF-CONSTRUCTION
        • IV ILLNESS COGNITION AND CONTROL THEORY
        • V COPING PROCEDURES: GENERALIZED FACTORS VERSUS IF-THEN RULES THAT INTEGRATE REPRESENTATIONS, PROCEDURES, AND APPRAISALS
        • VI THE SELF SYSTEM
        • VII SUMMARY AND CONCLUDING COMMENTS
        • ACKNOWLEDGMENT
      • 13: Self-Regulated Learning: Finding a Balance Between Learning Goals and Ego-Protective Goals
        • I INTRODUCTION
        • II WHAT TURNS A POTENTIAL LEARNING OPPORTUNITY INTO A SITUATION THAT THE STUDENT IDENTIFIES AS SUCH?
        • III SELF-REGULATED LEARNING ORIGINATES IN THE IDENTIFICATION, INTERPRETATION, AND APPRAISAL OF AN OPPORTUNITY TO LEARN
        • IV GOAL SETTING: AN ESSENTIAL ASPECT OF SELF-REGULATED LEARNING
        • V SELF-REGULATED LEARNING IMPLIES GOAL STRIVING
        • VI CONCLUSIONS AND FUTURE DIRECTIONS
      • 14: The Role of Goal Orientation in Self-Regulated Learning
        • I A GENERAL FRAMEWORK FOR SELF-REGULATED LEARNING
        • II GOAL ORIENTATION AND SELF-REGULATED LEARNING
        • III CONCLUSIONS AND FUTURE DIRECTIONS FOR THEORY AND RESEARCH
        • ACKNOWLEDGMENTS
      • 15: Motivation and Action in Self-Regulated Learning
        • I INTRODUCTION AND CONCEPTUAL FRAMEWORK
        • II AN ACTION MODEL FOR THE PREDICTION OF LEARNING MOTIVATION
        • III MOTIVATION, LEARNING, AND PERFORMANCE
        • IV TWO AIMS FOR FURTHER RESEARCH
        • ACKNOWLEDGMENTS
      • 16: Measuring Self-Regulated Learning
        • I MEASURING INTERVENES IN AN ENVIRONMENT
        • II MEASUREMENTS OF SELF-REGULATED LEARNING REFLECT A MODEL OF SELF-REGULATED LEARNING
        • III PROTOCOLS FOR MEASURING SELF-REGULATED LEARNING
        • IV ISSUES IN MEASURING SELF-REGULATED LEARNING
        • V CONCLUSIONS AND FUTURE DIRECTIONS
        • ACKNOWLEDGMENT
      • Part III: Interventions and Applications of Self-Regulation Theory and Research
        • 17: Self-Regulation and Distress in Clinical Psychology
          • I INTRODUCTION
          • II SELF-REGULATION AND ADDICTIVE BEHAVIORS
          • III SELF-REGULATION AND HEALTH
          • IV SELF-REGULATION AND SOCIAL ANXIETY
          • V SELF-REGULATION AND DEPRESSION
          • VI SELF-REGULATION AND THERAPY
          • VII SUMMARY AND CONCLUSIONS
          • ACKNOWLEDGMENT
        • 18: Self-Management of Chronic Illness
          • I INTRODUCTION
          • II CHARACTERISTICS OF CHRONIC ILLNESS
          • III TREATMENT OF CHRONIC ILLNESS
          • IV SELF-MANAGEMENT: SETTING THE STAGE
          • V PROCESSES OF SELF-MANAGEMENT
          • VI DISCUSSION
          • VII FUTURE DIRECTIONS AND CONCLUSIONS
        • 19: Self-Regulation and Academic Learning: Self-Efficacy Enhancing Interventions
          • I INTRODUCTION
          • II THEORETICAL FRAMEWORK
          • III RESEARCH EVIDENCE
          • IV INTERVENTIONS TO ENHANCE SELF-EFFICACY AND SELF-REGULATION
          • V FUTURE RESEARCH ON SELF-REGULATION
          • VI CONCLUSION
        • 20: Teacher Innovations in Self-Regulated Learning
          • I INTRODUCTION
          • II OVERVIEW
          • III STRATEGY INSTRUCTION RESEARCH IN THE CONTENT AREAS
          • IV STRATEGY INSTRUCTION THROUGH COLLABORATIVE INNOVATION
          • V DEVELOPING A MODEL FOR TEACHING SELF-REGULATED LEARNING THROUGH STORY
          • VI COLLABORATIVE RESEARCH: FUTURE POSSIBILITIES
          • VII SUMMARY
        • 21: Self-Regulation: A Characteristic and a Goal of Mathematics Education
          • I INTRODUCTION
          • II LEARNING MATHEMATICS FROM INSTRUCTION: OUTLINE OF A THEORETICAL FRAMEWORK
          • III STUDENTS' FLAWS IN SELF-REGULATORY SKILLS AND BELIEFS
          • IV FOSTERING STUDENTS' SELF-REGULATION IN POWERFUL MATHEMATICS LEARNING ENVIRONMENTS
        • 22: Self-Regulation Interventions with a Focus on Learning Strategies
          • I HISTORICAL OVERVIEW
          • II LEARNING STRATEGIES CAN BE MODIFIED OR LEARNED
          • III THE NATURE OF STRATEGIES AND STRATEGY INSTRUCTION
          • IV TYPES OF LEARNING STRATEGIES AND THEIR RELATIONSHIP TO OTHER STRATEGIC LEARNING COMPONENTS
          • V MODEL OF STRATEGIC LEARNING
          • VI TYPES OF STRATEGY INSTRUCTION AND THEIR EFFECTIVENESS
          • VII IMPORTANT COMPONENTS OF ADJUNCT COURSES
          • VIII THE NATURE AND IMPACT OF A COURSE IN STRATEGIC LEARNING AT THE UNIVERSITY OF TEXAS
          • IX FUTURE DIRECTIONS FOR LEARNING STRATEGIES RESEARCH
        • 23: Self-Regulation: Directions and Challenges for Future Research
          • I DEVELOPING A TRACTABLE CONCEPTUAL FOUNDATION AND CONSISTENT NOMENCLATURE OF SELF-REGULATION CONSTRUCTS
          • II CLARIFYING SELF-REGULATION STRUCTURE AND PROCESSES
          • III MAPPING OUT THE NOMOLOGICAL NETWORK
          • IV CONSTRUCTION OF MORE REFINED MODELS
          • V REFINING MEASUREMENT OF SELF-REGULATION CONSTRUCTS
          • VI IMPROVING RESEARCH METHODOLOGY
          • VII EXPLORING INTERACTIONS BETWEEN ENVIRONMENT AND SELF-REGULATION
          • VIII ACQUISITION AND TRANSMISSION OF SELF-REGULATORY SKILLS
          • IX EXAMINING DEVELOPMENTAL DIFFERENCES IN SELF-REGULATORY SKILLS
          • X EXAMINING INDIVIDUAL DIFFERENCES IN SELF-REGULATORY SKILLS
          • XI APPLICATIONS
          • XII TRAINING AND PROMOTION OF SELF-REGULATORY CONCEPTS
        • Index

  • Foreword
  • About the Editors
  • 1: Self-Regulation: An Introductory Overview
  • Part I: General Theories and Models of Self-Regulation
    • 2: Attaining Self-Regulation: A Social Cognitive Perspective
      • I INTRODUCTION
      • II THE STRUCTURE OF SELF-REGULATORY SYSTEMS
      • III SOCIAL AND ENVIRONMENTAL INFLUENCES ON SELF-REGULATION
      • IV DYSFUNCTIONS IN SELF-REGULATION
      • V DEVELOPMENT OF SELF-REGULATORY SKILL
      • VI FUTURE RESEARCH DIRECTIONS
      • VII A CONCLUDING COMMENT
      • ACKNOWLEDGMENT
    • 3: On the Structure of Behavioral Self-Regulation
      • I BEHAVIOR IS GOAL DIRECTED AND FEEDBACK CONTROLLED
      • II HIERARCHICALITY AMONG GOALS
      • III FEEDBACK CONTROL AND CREATION OF AFFECT
      • IV CONFIDENCE AND DOUBT, PERSISTENCE AND GIVING UP
      • V DYNAMIC SYSTEMS AND HUMAN BEHAVIOR
      • VI CATASTROPHE THEORY
      • VII CONCLUDING COMMENT
      • ACKNOWLEDGMENT
    • 4: Aspects of Goal Networks: Implications for Self-Regulation
      • I A STRUCTURAL ANALYSIS OF GOAL NETWORKS
      • II SELF-REGULATORY CONSEQUENCES OF GOAL NETWORK STRUCTURE
      • III INDIVIDUAL DIFFERENCES IN THE STRUCTURE OF GOALS AND MEANS
      • IV COMPARISON TO OTHER PERSPECTIVES ON GOAL NETWORKS
      • V FUTURE DIRECTIONS: INTERPERSONAL GOALS
      • VI CONCLUSION
    • 5: A Functional-Design Approach to Motivation and Self-Regulation: The Dynamics of Personality Systems Interactions
      • I INTRODUCTION
      • II DYNAMIC CONCEPTS IN CLASSICAL THEORIES OF MOTIVATION
      • III ARISTOTLE'S DYNAMIC CONCEPTS
      • IV PERSONALITY SYSTEMS INTERACTION THEORY
      • V BACK TO THE FUTURE: FROM CONTENTS TO MECHANISMS
      • VI CONCLUSION
      • ACKNOWLEDGMENT
    • 6: Personality, Self-Regulation, and Adaptation: A Cognitive-Social Framework
      • I FRAMEWORKS FOR PERSONALITY AND SELF-REGULATION RESEARCH
      • II SELF-REGULATION, TRAITS, AND COGNITIVE STRESS PROCESSES
      • III PERSONALITY AND SELF-REGULATION OF REACTIONS TO LIFE STRESS
      • IV PERSONALITY AND SELF-REGULATION IN PERFORMANCE ENVIRONMENTS
      • V AGGRESSIVE BEHAVIOR
      • VI CONCLUSIONS
    • 7: Organization and Development of Self-Understanding and Self-Regulation: Toward a General Theory
      • I INTRODUCTION
      • II THE ARCHITECTURE OF SELF-AWARE AND SELF-REGULATED SYSTEMS
      • III DEVELOPMENT OF SELF-UNDERSTANDING AND SELF-REGULATION
      • IV EXPLAINING THE DEVELOPMENT OF SELF-UNDERSTANDING AND SELF-REGULATION
      • V CONCLUSIONS
    • 8: The Role of Intention in Self-Regulation: Toward Intentional Systemic Mindfulness
      • I SYSTEMS THEORY, SELF-REGULATION, AND MINDFULNESS
      • II SELF-REGULATION
      • III SELF-REGULATION TECHNIQUES AND POTENTIAL LIMITATIONS
      • IV PSYCHOPHYSIOLOGICAL RESEARCH ON SELF-REGULATION - PHYSIOLOGY AND ENERGY
      • V ELABORATION OF AN EXPANDED SELF-REGULATION MODEL: INTENTION
      • VI INTENTION
      • VII INTENTIONAL SYSTEMIC MINDFULNESS: MINDFULNESS QUALITIES AND SYSTEMIC PERSPECTIVES
      • VIII APPLICATIONS OF INTENTIONAL SYSTEMIC MINDFULNESS TO SELF-REGULATION TECHNIQUES
      • IX CONNECTEDNESS AND INTERCONNECTEDNESS
      • X GENERAL PRINCIPLES OF INTENTIONAL SYSTEMIC MINDFULNESS INTERVENTIONS
      • XI FACILITATING INTENTION SYSTEMIC MINDFULNESS
      • XII DIRECTIONS FOR FUTURE RESEARCH
      • XIII IMPLICATIONS FOR HEALTH AND MEDICINE
      • XIV SUMMARY
      • ACKNOWLEDGMENTS
    • 9: Communal Aspects of Self-Regulation
      • I INTRODUCTION
      • II COPING AS SELF-REGULATION
      • III SUMMARY AND CONCLUSION
      • ACKNOWLEDGMENT
    • Part II: Domain-Specific Models and Research on Self-Regulation
      • 10: Self-Regulation in Organizational Settings: A Tale of two Paradigms
        • I INTRODUCTION
        • II DEFINITIONS
        • III TWO PARADIGMS
        • IV THE PARADIGMS IN INDUSTRIAL- ORGANIZATIONAL PSYCHOLOGICAL THEORIES OF SELF-REGULATION
        • V MERGING THE PARADIGMS
        • VI CONCLUSION
      • 11: Self-Regulation and Health Behavior: The Health Behavior Goal Model
        • I INTRODUCTION
        • II CURRENT HEALTH BEHAVIOR MODELS AND SELF-REGULATION
        • III SELF-REGULATION AND THE PERSONAL GOAL STRUCTURE
        • IV GOAL ALIGNMENT, GOAL CONFLICT, AND GOAL BALANCE
        • V GOAL SETTING AND GOAL ORIENTATION
        • VI GOALS, BELIEFS, AND EMOTIONS
        • VII THE SELF-REGULATION PROCESS
        • VIII THE HEALTH BEHAVIOR GOAL MODEL
        • IX CONCLUSION AND DIRECTIONS FOR FUTURE RESEARCH
        • ACKNOWLEDGMENT
      • 12: Regulation, Self-Regulation, and Construction of the Self in the Maintenance of Physical Health
        • I THE SELF-REGULATION THEME
        • II PROBLEM SOLVING, SELF-REGULATION, AND REGULATION OF THE SELF
        • III MODELING PROBLEM SOLVING, SELF-REGULATION, AND SELF-CONSTRUCTION
        • IV ILLNESS COGNITION AND CONTROL THEORY
        • V COPING PROCEDURES: GENERALIZED FACTORS VERSUS IF-THEN RULES THAT INTEGRATE REPRESENTATIONS, PROCEDURES, AND APPRAISALS
        • VI THE SELF SYSTEM
        • VII SUMMARY AND CONCLUDING COMMENTS
        • ACKNOWLEDGMENT
      • 13: Self-Regulated Learning: Finding a Balance Between Learning Goals and Ego-Protective Goals
        • I INTRODUCTION
        • II WHAT TURNS A POTENTIAL LEARNING OPPORTUNITY INTO A SITUATION THAT THE STUDENT IDENTIFIES AS SUCH?
        • III SELF-REGULATED LEARNING ORIGINATES IN THE IDENTIFICATION, INTERPRETATION, AND APPRAISAL OF AN OPPORTUNITY TO LEARN
        • IV GOAL SETTING: AN ESSENTIAL ASPECT OF SELF-REGULATED LEARNING
        • V SELF-REGULATED LEARNING IMPLIES GOAL STRIVING
        • VI CONCLUSIONS AND FUTURE DIRECTIONS
      • 14: The Role of Goal Orientation in Self-Regulated Learning
        • I A GENERAL FRAMEWORK FOR SELF-REGULATED LEARNING
        • II GOAL ORIENTATION AND SELF-REGULATED LEARNING
        • III CONCLUSIONS AND FUTURE DIRECTIONS FOR THEORY AND RESEARCH
        • ACKNOWLEDGMENTS
      • 15: Motivation and Action in Self-Regulated Learning
        • I INTRODUCTION AND CONCEPTUAL FRAMEWORK
        • II AN ACTION MODEL FOR THE PREDICTION OF LEARNING MOTIVATION
        • III MOTIVATION, LEARNING, AND PERFORMANCE
        • IV TWO AIMS FOR FURTHER RESEARCH
        • ACKNOWLEDGMENTS
      • 16: Measuring Self-Regulated Learning
        • I MEASURING INTERVENES IN AN ENVIRONMENT
        • II MEASUREMENTS OF SELF-REGULATED LEARNING REFLECT A MODEL OF SELF-REGULATED LEARNING
        • III PROTOCOLS FOR MEASURING SELF-REGULATED LEARNING
        • IV ISSUES IN MEASURING SELF-REGULATED LEARNING
        • V CONCLUSIONS AND FUTURE DIRECTIONS
        • ACKNOWLEDGMENT
      • Part III: Interventions and Applications of Self-Regulation Theory and Research
        • 17: Self-Regulation and Distress in Clinical Psychology
          • I INTRODUCTION
          • II SELF-REGULATION AND ADDICTIVE BEHAVIORS
          • III SELF-REGULATION AND HEALTH
          • IV SELF-REGULATION AND SOCIAL ANXIETY
          • V SELF-REGULATION AND DEPRESSION
          • VI SELF-REGULATION AND THERAPY
          • VII SUMMARY AND CONCLUSIONS
          • ACKNOWLEDGMENT
        • 18: Self-Management of Chronic Illness
          • I INTRODUCTION
          • II CHARACTERISTICS OF CHRONIC ILLNESS
          • III TREATMENT OF CHRONIC ILLNESS
          • IV SELF-MANAGEMENT: SETTING THE STAGE
          • V PROCESSES OF SELF-MANAGEMENT
          • VI DISCUSSION
          • VII FUTURE DIRECTIONS AND CONCLUSIONS
        • 19: Self-Regulation and Academic Learning: Self-Efficacy Enhancing Interventions
          • I INTRODUCTION
          • II THEORETICAL FRAMEWORK
          • III RESEARCH EVIDENCE
          • IV INTERVENTIONS TO ENHANCE SELF-EFFICACY AND SELF-REGULATION
          • V FUTURE RESEARCH ON SELF-REGULATION
          • VI CONCLUSION
        • 20: Teacher Innovations in Self-Regulated Learning
          • I INTRODUCTION
          • II OVERVIEW
          • III STRATEGY INSTRUCTION RESEARCH IN THE CONTENT AREAS
          • IV STRATEGY INSTRUCTION THROUGH COLLABORATIVE INNOVATION
          • V DEVELOPING A MODEL FOR TEACHING SELF-REGULATED LEARNING THROUGH STORY
          • VI COLLABORATIVE RESEARCH: FUTURE POSSIBILITIES
          • VII SUMMARY
        • 21: Self-Regulation: A Characteristic and a Goal of Mathematics Education
          • I INTRODUCTION
          • II LEARNING MATHEMATICS FROM INSTRUCTION: OUTLINE OF A THEORETICAL FRAMEWORK
          • III STUDENTS' FLAWS IN SELF-REGULATORY SKILLS AND BELIEFS
          • IV FOSTERING STUDENTS' SELF-REGULATION IN POWERFUL MATHEMATICS LEARNING ENVIRONMENTS
        • 22: Self-Regulation Interventions with a Focus on Learning Strategies
          • I HISTORICAL OVERVIEW
          • II LEARNING STRATEGIES CAN BE MODIFIED OR LEARNED
          • III THE NATURE OF STRATEGIES AND STRATEGY INSTRUCTION
          • IV TYPES OF LEARNING STRATEGIES AND THEIR RELATIONSHIP TO OTHER STRATEGIC LEARNING COMPONENTS
          • V MODEL OF STRATEGIC LEARNING
          • VI TYPES OF STRATEGY INSTRUCTION AND THEIR EFFECTIVENESS
          • VII IMPORTANT COMPONENTS OF ADJUNCT COURSES
          • VIII THE NATURE AND IMPACT OF A COURSE IN STRATEGIC LEARNING AT THE UNIVERSITY OF TEXAS
          • IX FUTURE DIRECTIONS FOR LEARNING STRATEGIES RESEARCH
        • 23: Self-Regulation: Directions and Challenges for Future Research
          • I DEVELOPING A TRACTABLE CONCEPTUAL FOUNDATION AND CONSISTENT NOMENCLATURE OF SELF-REGULATION CONSTRUCTS
          • II CLARIFYING SELF-REGULATION STRUCTURE AND PROCESSES
          • III MAPPING OUT THE NOMOLOGICAL NETWORK
          • IV CONSTRUCTION OF MORE REFINED MODELS
          • V REFINING MEASUREMENT OF SELF-REGULATION CONSTRUCTS
          • VI IMPROVING RESEARCH METHODOLOGY
          • VII EXPLORING INTERACTIONS BETWEEN ENVIRONMENT AND SELF-REGULATION
          • VIII ACQUISITION AND TRANSMISSION OF SELF-REGULATORY SKILLS
          • IX EXAMINING DEVELOPMENTAL DIFFERENCES IN SELF-REGULATORY SKILLS
          • X EXAMINING INDIVIDUAL DIFFERENCES IN SELF-REGULATORY SKILLS
          • XI APPLICATIONS
          • XII TRAINING AND PROMOTION OF SELF-REGULATORY CONCEPTS
        • Index
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VerlagElsevier Inc
EinbandKartonierter Einband (Kt)
Erscheinungsjahr2005
Seitenangabe814 S.
AusgabekennzeichenEnglisch
MasseH23.2 cm x B15.1 cm x D4.5 cm 1'127 g
AutorBoekaerts, Monique (Hrsg.) / Pintrich, Paul R. (Hrsg.) / Zeidner, Moshe (Hrsg.)

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