Self-regulated learning and academic achievement: theoretical perspectives
Saved in:
| Format: | Book |
|---|---|
| Language: | English |
| Published: |
New York [u.a.]
Erlbaum
2001
|
| Edition: | 2. ed. |
| Subjects: | |
| Online Access: | Inhaltsverzeichnis Klappentext |
| Item Description: | Hier auch später ersch., unveränd. Nachdr. |
| Physical Description: | X, 322 S. |
| ISBN: | 080583561X 0805835601 |
Staff View
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| 245 | 1 | 0 | |a Self-regulated learning and academic achievement |b theoretical perspectives |c ed. by Barry J. Zimmerman ... |
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| adam_text | Contents
Preface
Contributors
1
Achievement: An Overview and Analysis
Barry J. Zimmerman
2
F. Charles Mace, Phillip].
3
A Phenomenological View
Barbara L. McCombs
4
Dale H. Schunk
5
Information Processing
Philip H.
6
Lyn
7
A Vygotskian View
Mary McCaslin and Daniel T. Hickey
VI
8
Self-Regulated Learners
Scott G. Paris, James P. Byrnes, and Alison H. Paris
9
and Academic Achievement
Barry J. Zimmerman and Dak H. Schunk
Author Index
Subject Index
This volume brings together internationaliy known researchers representing different
theoretical perspectives on students seif-regulation of learning. Diverse theories on how
students become self-regulated learners are compared in terms of their conceptual origins,
scientific form, research productivity, and pedagogical effectiveness. This is the only
comprehensive comparison of diverse classical theories of self-regulated learning in print.
The first edition of this text, published in
1989.
presented descriptions of such differing
perspectives as
operant,
phenomenotogical. social learning, volitional, Vygotskian, and
constructivist
theories. In this new edition, the same prominent editors and authors
reassess these classic models in light of a decade of very productive research In addition,
an information processing perspective is included, reflecting its growing prominence.
Self-regulation models have proven especially appealing to teachers, coaches, and tutors
looking for specific recommendations regarding how students activate, alter, and sustain
their learning practices. Techniques for enhancing these processes have been studied with
considerable success in tutoring sessions, computer learning programs, coaching
sessions, and self-directed practice sessions. The results of these applications are dis¬
cussed in this new edition.
The introductory chapter presents a historical overview of research and a theoretical
framework for comparing and contrasting the theories described in the following chapters.
ail of which foNow a common organizational format. Thts parallel format enables the book
to function like an authored textbook rather than a typical edited volume. The final chapter
offers a historical assessment of changes in theory and trends for future research.
This volume is especially relevant for students and professionals in educational
psychology, school psychology, guidance and counseling, developmental psychology, child
and family development, as welt as for students in general teacher education.
|
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| spelling | Self-regulated learning and academic achievement theoretical perspectives ed. by Barry J. Zimmerman ... 2. ed. New York [u.a.] Erlbaum 2001 X, 322 S. txt rdacontent n rdamedia nc rdacarrier Hier auch später ersch., unveränd. Nachdr. Academic achievement Motivation in education Self-control Lernmotivation (DE-588)4074164-3 gnd rswk-swf Selbstgesteuertes Lernen (DE-588)4180834-4 gnd rswk-swf Schulleistung (DE-588)4077201-9 gnd rswk-swf Lernmotivation (DE-588)4074164-3 s Schulleistung (DE-588)4077201-9 s DE-604 Selbstgesteuertes Lernen (DE-588)4180834-4 s Zimmerman, Barry J. Sonstige oth Digitalisierung UB Bamberg application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=009383714&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis Digitalisierung UB Passau - ADAM Catalogue Enrichment application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=009383714&sequence=000004&line_number=0002&func_code=DB_RECORDS&service_type=MEDIA Klappentext |
| spellingShingle | Self-regulated learning and academic achievement theoretical perspectives Academic achievement Motivation in education Self-control Lernmotivation (DE-588)4074164-3 gnd Selbstgesteuertes Lernen (DE-588)4180834-4 gnd Schulleistung (DE-588)4077201-9 gnd |
| subject_GND | (DE-588)4074164-3 (DE-588)4180834-4 (DE-588)4077201-9 |
| title | Self-regulated learning and academic achievement theoretical perspectives |
| title_auth | Self-regulated learning and academic achievement theoretical perspectives |
| title_exact_search | Self-regulated learning and academic achievement theoretical perspectives |
| title_full | Self-regulated learning and academic achievement theoretical perspectives ed. by Barry J. Zimmerman ... |
| title_fullStr | Self-regulated learning and academic achievement theoretical perspectives ed. by Barry J. Zimmerman ... |
| title_full_unstemmed | Self-regulated learning and academic achievement theoretical perspectives ed. by Barry J. Zimmerman ... |
| title_short | Self-regulated learning and academic achievement |
| title_sort | self regulated learning and academic achievement theoretical perspectives |
| title_sub | theoretical perspectives |
| topic | Academic achievement Motivation in education Self-control Lernmotivation (DE-588)4074164-3 gnd Selbstgesteuertes Lernen (DE-588)4180834-4 gnd Schulleistung (DE-588)4077201-9 gnd |
| topic_facet | Academic achievement Motivation in education Self-control Lernmotivation Selbstgesteuertes Lernen Schulleistung |
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