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.
Table of Contents:
  • Foreword
  • 1. Introduction: Self-Regulation of Learning in Postsecondary Education
  • The chapter introduces this volume on self-regulation of learning and highlights the current trends on self-regulation presented by each of the authors.
  • 2. Purpose of Engagement in Academic Self-Regulation
  • This chapter argues that self-regulated learning is not a unitary construct, with students' different purposes of engagement in the task meaningfully distinguishing between different types of self-regulation.
  • 3. Self-Regulation and Achievement Goals in the College Classroom
  • This chapter links self-regulation of learning with achievement goal theory and offers practical tips to educators who struggle with disinterested learners.
  • 4. Understanding and Facilitating Self-Regulated Help Seeking
  • The authors describe interventions to develop the competencies and resources that facilitate student help seeking as an effective self-regulated learning strategy.
  • 5. Self-Regulation and Learning Strategies
  • This chapter reviews research on learning strategies, describes a model of strategic and self-regulated learning, and reports on instructional methods, interventions, and assessments that instructors can use to help students develop lifelong learning strategies they need to succeed in college.
  • 6. Academic Delay of Gratification and Academic Achievement
  • This chapter provides a review of research on delay of gratification and suggests ways in which educators can instill in students to delay gratification.
  • 7. Resistance and Disidentification in Reflective Practice with Preservice Teaching Interns
  • This chapter examines case studies to identify contextual factors in teacher education programs that promote or inhibit teaching interns' self-reflective practices.
  • 8. Professional Development Needs and Practices Among Educators and School Psychologists
  • This chapter summarizes research illustrating the importance and need for motivation and self-regulation professional development training for teachers and school psychologists across assessment, intervention, and instructional activities.
  • 9. Transitioning from College Classroom to Teaching Career: Self-Regulation in Prospective Teachers
  • This chapter explores how preservice teachers prepare for the transition from college classroom to career through assignments and features of the learning environment designed to approximate the demands of work settings and job-related tasks.
  • 10. The Role of Web 2.0 Technologies in Self-Regulated Learning
  • This chapter demonstrates how Web 2.0 technologies can be used to facilitate self-regulated learning in postsecondary education. The authors show how instructors can integrate social software into course design to promote students' self-regulation of learning.
  • 11. Self-Regulation of Learning with Computer-Based Learning Environments
  • This chapter outlines how self-regulated learning skills can facilitate learning with computer-based learning environments and how educators can diagnose and build on students' self-regulated learning ability.
  • 12. New Directions for Self-Regulation of Learning in Postsecondary Education
  • This chapter puts into context the major contributions of this volume on self-regulation of learning and provides new directions for its promotion in postsecondary education.
  • Index