Self-regulated learning / no. 126

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Bibliographic Details
Imprint:San Francisco, Calif. : Jossey-Bass Inc. ; Hoboken, N.J. : Wiley, c2011.
Description:130 p. : chart ; 23 cm.
Language:English
Series:New directions for teaching and learning, 0271-0633 ; no. 126
New directions for teaching and learning ; no. 126.
Subject:Self-managed learning.
Motivation in education.
Achievement motivation.
Academic achievement.
Academic achievement.
Achievement motivation.
Motivation in education.
Self-managed learning.
Format: Print Book
URL for this record:http://pi.lib.uchicago.edu/1001/cat/bib/8511787
Hidden Bibliographic Details
Other authors / contributors:Bembenutty, Héfer.
ISBN:9781118091630 (pbk.)
1118091639 (pbk.)
Notes:"Summer 2011"
Includes bibliographical references and index.
Summary:This volume reports new findings associating students' self-regulation of learning with their academic achievement, motivation for learning, and use of cognitive and learning startegies. Self-regulation of learning is a hallmark of students' ability to remain goal-oriented while pursuing academic-specific intentions in postsecondary education. Protecting such long-term and temporally distant goals requires that college and university students be proactive in directing their learning experiences, guide their own behavior, seek help from appropriate sources, sustain motivation, and delay gratification. The authors suggest how college students can control their cognition and behavior to attain academic goals, select appropriate learning strategies, and monitor and evaluate their academic progress. This volume also calls the attention of students and educators to the vital role that self-regulation plays in every aspect of postsecondary education. The contributors provide compelling evidence supporting the notion that self-regulation is related to positive academic outcomes, such as delay of gratification, self-efficacy beliefs, and use of cognitive strategies, and that it is important for the training of teachers and school psychologists. The authors offer diverse vantage points from which students, teachers, administrators, and policy makers can orchestrate their efforts to empower students with self-regulatory learnign strategies, appropriate motivational beliefs, and academic knowledge and skills.
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505 0 |a Introduction: self-regulation of learning in postsecondary education / Héfer Bembenutty -- Purpose of engagement in academic self-regulation / Einat Lichtinger, Avi Kaplan -- Self-regulation and achievement goals in the college classroom / Akane Zusho, Kelcey Edwards -- Understanding and facilitating self-regulated help seeking / Stuart A. Karabenick, Myron H. Dembo -- Self-regulation and learning strategies / Claire Ellen Weinstein, Taylor W. Acee, JaeHak Jung -- Academic delay of gratification and academic achievement / Héfer Bembenutty -- Resistance and disidentification in reflective practice with preservice teaching interns / Michael Middleton, Eleanor Abrams, Jayson Seaman -- Professional development needs and practices among educators and school psychologists / Timothy J. Cleary -- Transitioning from college classroom to teaching career: self-regulation in prospective teachers / Judi Randi, Lyn Corno, Elisabeth Johnson -- The role of Web 2.0 technologies in self-regulated learning / Anastasia Kitsantas, Nada Dabbagh -- Self-regulation of learning with computer-based learning environments / Jeffery A. Greene, Daniel C. Moos, Roger Azevedo -- New directions for self-regulation of learning in postsecondary education / Héfer Bembenutty. 
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