Verfügbarkeit: Handbook of self-regulation

Handbook of self-regulation:

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Format:	Buch
Sprache:	English
Veröffentlicht:	San Diego [u.a.] Acad. Press [20]07
Ausgabe:	3. [Druck]
Schlagworte:	Lerntheorie Selbstkontrolle Selbststeuerung Soziologie Psychologie
Online-Zugang:	Inhaltsverzeichnis
Beschreibung:	XXIX, 783 S. graph. Darst.
ISBN:	9780123695192 0123695198

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Datensatz im Suchindex

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adam_text	Contents Foreword xxi About the Editors xxv Contributors xxvii self-regulation: An Introductory Overview Monique Boekaerts, Paul r. Pintrich, and moshe Zeidner PART I General Theories and models of Self-Regulation Attaining Self-Regulation: A Social Cognitive perspective Barry j. Zimmerman I. Introduction 13 A. A Triadic Definition of Self-Regulation 13 VI Contents II. The Structure of Self-Regulatory Systems 15 A. Forethought Phase 16 B. Performance or Volitional Control Phase 18 C. Self-Reflection Phase 21 III. Social and Environmental Influences on Self-Regulation 24 IV. Dysfunctions in Self-Regulation 26 V. Development of Self-Regulatory Skill 28 VI. Future Research Directions 32 VII. A Concluding Comment 34 References 35 ON THE STRUCTURE OF BEHAVIORAL SELF-REGULATION Charles S. Carver and Michael F. Scheier I. Behavior Is Goal Directed and Feedback Controlled 42 A. Feedback Loops 42 B. Reemergent Interest in Approach and Avoidance 46 II. Hierarchicality among Goals 47 A. Premise: Goals Can Be Differentiated by Levels of Abstraction 47 B. Action Identification 48 С Multiple Paths to High-Level Goals, Multiple Meanings in Concrete Action 49 D. Goal Importance: Goals and the Self 50 III. Feedback Control and Creation of Affect 51 A. Theory 51 B. Research Evidence 52 C. Cruise Control Model 52 D. Affect from Discrepancy-Enlarging Loops 53 E. Merging Affect and Action 54 F. Is Tins Really a Feedback System? 55 G. Shifts in Standards 56 H. Comparison with Biological Models of Bases of Affect 58 IV. Confidence and Doubt, Persistence and Giving Up 60 A. Engagement versus Giving Up 61 B. Is Disengagement Good or Bad? 62 Contents VII C. Hierarchicality and Importance Can Impede Disengagement 63 D. Watersheds, Disjunctions, and Bifurcations among Responses 63 V. Dynamic Systems and Human Behavior 64 A. Nonlinearity 65 B. Sensitive Dependence on Initial Conditions 66 C. Phase Space, Attractors, and Repellers 67 D. Another Way of Picturing Attractors 68 E. Goals as Attractors 70 VI. Catastrophe Theory 71 A. Hysteresis 73 B. Some Applications of Catastrophe Theory 74 C. Effort versus Disengagement 75 VII. Concluding Comment 78 References 80 Aspects of Goal Networks: Implications for Self-Regulation James Y. Shah and Arie W. Kruglanski I. A Structural Analysis of Goal Networks 86 A. Equifinality and the Goals-Means Association 88 B. Multifinality and the Means-Goals Association 89 C. Lateral Associations within Goal Networks 90 II. Self-Regulatory Consequences of Goal Network Structure 92 A. Goal Commitment 92 B. Choice of Means 94 G How Means Are Experienced 97 D. Means Substitution 99 III. Individual Differences in the Structure of Goals and Means 102 A. Differences in Motivational Orientation 102 B. Differences in Personal Goal Content 105 С Differences in Regulatory Experience 105 IV. Comparison to Other Perspectives on Goal Networks 106 V. Future Directions: Interpersonal Goals 107 VI. Conclusion 107 References 108 VIII CONTENTS A Functional-Design Approach to Motivation and self-Regulation: The Dynamics of personality Systems and interactions Julius Kuhl I. Introduction 111 A. Cognitive versus Dynamic Concepts of Motivation 113 B. The Theory of Action Control 114 II. Dynamic Concepts in Classical Theories of Motivation 116 A. Neglect of Subcognitive Mechanisms 117 B. Underspecification of Dynamic Concepts 118 III. Aristotle s Dynamic Concepts 121 A. Functional Explanation of Aristotle s Theory of Motivation 122 B. Systems Interactions: Modulation of Connectivity among Subsystems 123 IV. Personality Systems Interaction Theory 126 A. Elementary Systems: Intuitive Behavior Control and Object Recognition 127 B. High-Level Systems: Intention Memory and Analytical Thinking versus Extension Memory and Intuitive Feeling 128 С Affect-Cognition Modulation 134 D. Microanalytic Testing of Dynamic Modulation Effects 147 V. Back to the Future: From Contents to Mechanisms 148 A. Reinterpretation of Familiar Phenomena 149 B. Decomposing Self-Regulation: New Self-Report and Objective Assessment Techniques 154 VI. Conclusion 159 References 163 PERSONALITY, SELF-REGULATION, AND ADAPTATION: A Cognitive-Social Framework Gerald Matthews, Vicki L. Schwean, Sian E. Campbell, Donald h. Saklofske, and Abdalla A. R. Mohamed I. Frameworks for Personality and Self-Regulation Research 171 Contents IX A. Constructs of the Cognitive-Social Framework 172 B. A Cognitive Architecture for Self-Regulation 174 C. Self-Regulation and Social Cognition 175 D. Traits and Stable Individual Differences in Self-Regulation 176 II. Self-Regulation, Traits, and Cognitive Stress Processes 177 A. Coping 177 B. Appraisal 179 C. Metacognition and Mood Awareness 180 D. Worry 181 III. Personality and Self-Regulation of Reactions to Life Stress 182 A. Neuroticism as a Predictor of Appraisal and Coping 182 B. Mediation of Neuroticism Effects by Cognitive Stress Processes 184 C. Dispositional Self-Consciousness and Cognitive Stress Processes 185 IV. Personality and Self-Regulation in Performance Environments 187 A. Cognitive-Attentional Mechanisms for Anxiety Effects on Performance 187 B. Self-Regulation and Stress Processes in Performance Environments 188 V. Aggressive Behavior 193 A. Cognitive Processes in Aggression 194 B. Research Exploring Cognitive Distortions in Aggressive Children 196 C. Research Exploring Cognitive Deficiencies in Aggressive Children 197 D. Developing the Theory of Aggression and Self-Regulation 198 VI. Conclusions 199 References 201 Organization and Development of Self-Understanding and self-Regulation: Toward a General Theory Andreas Demetriou I. Introduction 209 II. The Architecture of Self-Aware and Self-Regulated Systems 211 A. The Mind 212 B. Temperament, Personality, Thinking Styles, and the Self 222 C. Toward an Overarching Model of Mind, Personality, and Self 226 CONTENTS III. Development of Self-Understanding and Self-Regulation 227 A. Development of the Child s Understanding of the Organization and Functioning of the Mind 228 B. Development of Self-Representation 232 С Development of Self-Regulation 234 IV. Explaining the Development of Self-Understanding and Self-Regulation 237 A. Intraindividual Dynamics in the Development of Self-Understanding and Self-Regulation 238 B. Interindividual Dynamics in the Development of Self-Understanding and Self-Regulation 240 C. Looking to the Future: Integrating Research on Mind, Personality, and Self 242 V. Conclusions 244 References 246 8 The Role of Intention in Self-regulation: Toward Intentional Systemic Mindfulness ShaunaL. Shapiro and Gary E. Schwartz I. Systems Theory, Self-Regulation, and Mindfulness 255 II. Self-Regulation 256 III. Self-Regulation Techniques and Potential Limitations 257 IV. Psychophysiological Research on Self-Regulation — Physiology and Energy 258 V. Elaboration of an Expanded Self-Regulation Model: Intention 259 VI. Intention 260 VII. Intentional Systemic Mindfulness: Mindfulness Qualities and Systemic Perspectives 260 VIII. Applications of Intentional Systemic Mindfulness to Self-Regulation Techniques 265 IX. Connectedness and Interconnectedness 266 X. General Principle of Intentional Systemic Mindfulness Interventions 268 XL Facilitating Intention Systemic Mindfulness 268 XII. Directions for Future Research 269 XIII. Implications for Health and Medicine 269 XIV. Summary 270 References 270 Contents Xl Communal aspects of Self-Regulation Tamara Jackson, Jean Mackenzie, and Stevan E. Hobfoll I. Introduction 275 A. Communal Regulation 276 B. Embedded Social Components of Self-Regulation Models 276 C. Individualistic Terms of Traditional Models of Self-Regulation 280 D. Concept of Interreliance 282 E. The Impact of Culture on Self-Regulatory Behaviors 283 II. Coping as Self-Regulation 287 A. Social Context of Coping 288 B. Multiaxial Model of Coping 289 C. Communal Mastery 291 D. Directions for Future Research 294 III. Summary and Conclusion 295 References 296 PART II Domain-Specific models and research on Self-Regulation IO Self-Regulation in Organizational settings: A Tale of Two Paradigms Jeffrey B. Vancouver I. Introduction 303 II. Definitions 304 A. Self-Regulation 304 B. Self-Regulated Learning 306 С Summary 307 III. Two Paradigms 308 A. Cybernetic-Systems Paradigm 309 B. The Decision-Making Paradigm 320 хп IV. The Paradigms in Industrial-Organizational Psychological Theories of Self-Regulation 324 A. Goal-Setting Theory 324 B. Social Cognitive Theory 324 С Action Theory 326 D. Summary 328 V. Merging the Paradigms 328 A. Learning in the Action Hierarchy 328 B. Gates and Modes of Operation 331 С Some Data 333 VI. Conclusion 335 References 336 1 1 Self-Regulation and Health behavior: The Health Behavior Goal Model Stan Maes and Winifred Gebhardt I. Introduction 343 II. Current Health Behavior Models and Self-Regulation 345 III. Self-Regulation and the Personal Goal Structure 350 IV. Goal Alignment, Goal Conflict, and Goal Balance 352 V. Goal Setting and Goal Orientation 353 VI. Goals, Beliefs, and Emotions 355 VII. The Self-Regulation Process 355 VIII. The Health Behavior Goal Model 357 IX. Conclusion and Directions for Future Research 363 References 367 12 regulation, self-regulation, and Construction of the Self in the Maintenance of Physical Health Susan Brownlee, Howard Leventhal, and Elaine A. Leventhal. I. The Self-Regulation Theme 369 Contents XIII II. Problem Solving, Self-Regulation, and Regulation of the Self 370 A. Dimensions along Which Problem Solving Shades into Self-Regulation and Regulation of the Self 371 III. Modeling Problem Solving, Self-Regulation, and Self-Construction 373 A. The Origins of the Common-Sense Model 376 IV. Illness Cognition and Control Theory 382 A. The Substance of Common-Sense Modeling 384 V. Coping Procedures: Generalized Factors versus If-Then Rules That Integrate Representations, Procedures, and Appraisals 389 VI. The Self System 393 A. Self as a Factor that Underlies and Moderates the Problem Space 394 B. Redefining and Reorganizing the Self and Modifying Its Procedures 398 C. The Social Environment 402 VII. Summary and Concluding Comments 407 References 409 13 self-regulated learning: Finding a Balance between Learning Goals and Ego-protective Goals Monique Boekaertsand Markku Niemivirta I. Introduction 417 II. What Turns a Potential Learning Opportunity into a Situation that the Student Identifies as Such? 418 A. When Opportunity and Felt Necessity Coincide 419 B. Goals Viewed as Knowledge Structures that Guide Behavior 421 III. Self-Regulated Learning Originates in the Identification, Interpretation, and Appraisal of an Opportunity to Learn 423 A. Identification of a Learning Situation 424 B. Interpretation and Appraisal 426 С The Model of Adaptable Learning: Finding a Balance between Parallel Goals 427 IV. Goal Setting: An Essential Aspect of Self-Regulated Learning 431 A. Curtailed Goal Paths 433 B. Goal Setting Based on Task-Focused and Self-Focused Interpretation 436 XIV Contents V. Self-Regulated Learning Implies Goal Striving 439 A. Implementation Intentions 439 B. Dealing with Strategy Failure 440 С Curtailed Goal Striving Should Not Be Equated with Failure of Self-Regulation 442 VI. Conclusions and Future Directions 445 References 446 14 The Role of Goal orientation in self-regulated learning Paul R. Pintrich I. A General Framework for Self-Regulated Learning 452 A. Regulation of Cognition 456 B. Regulation of Motivation and Affect 461 С Regulation of Behavior 466 D. Regulation of Context 469 II. Goal Orientation and Self-Regulated Learning 472 A. Models of Goal Orientation 474 B. Mastery Goals and Self-Regulated Learning 479 C. Performance Goals and Self-Regulated Learning 484 III. Conclusions and Future Directions for Theory and Research 489 References 494 15 Motivation and Action in Self-Regulated Learning Falko Rheinberg, Regina Vollmeyer, and Wolfram Rollett I. Introduction and Conceptual Framework 503 II. An Action Model for the Prediction of Learning Motivation 507 A. Research Strategy 507 B. A Cognitive Model of Motivation in Self-Regulated Learning 508 Contents XV C. Consequences for Enhancing Motivation in Classrooms 512 D. Activity-Related Incentives 513 E. Volitional Aspects of Self-Regulated Learning 516 III. Motivation, Learning, and Performance 519 A. Motivational Influences during the Learning Process: Topic Interest and Text Learning 520 B. Self-Regulated Learning with a Complex Computer-Simulated System 520 IV. Two Aims for Further Research 523 A. Search for Mediating Variables in Different Situations and Learning Tasks 523 B. How to Overcome Aversive Learning Activities 524 References 525 16 Measuring self-Regulated learning Philip H. Winne and Nancy E. Perry I. Measuring Intervenes in an Environment 532 II. Measurements of Self-Regulated Learning Reflect a Model of Self-Regulated Learning 533 A. Components of Self-Regulated Learning 533 B. Self-Regulated Learning as Aptitude 534 C. Self-Regulated Learning as Event 535 D. The Self-Regulated Learning Model of Winne and Hadwin 536 E. Summary and Prelude to Measurements of Self-Regulated Learning 541 III. Protocols for Measuring Self-Regulated Learning 541 A. Measuring Self-Regulated Learning as an Aptitude 542 B. Measuring Self-Regulated Learning as an Event 549 IV. Issues in Measuring Self-Regulated Learning 555 A. Targets for Measurement 555 B. Metrics 556 C. Sampling 558 D. Technical Issues 560 E. Utility 561 V. Conclusions and Future Directions 562 References 564 XVI PART III INTERVENTIONS AND APPLICATIONS OF SELF-REGULATION THEORY AND RESEARCH 17 SELF-REGULATION AND DISTRESS IN CLINICAL PSYCHOLOGY Norman S. Endler and Nancy L. Kocovski I. Introduction 569 II. Self-Regulation and Addictive Behaviors 572 A. Goal Setting and Addictive Behaviors 573 B. Self-Monitoring and Addictive Behaviors 574 С Self-Evaluation and Addictive Behaviors 575 D. Self-Reinforcement and Addictive Behaviors 576 E. implications for Treatment 577 III. Self-Regulation and Health 578 A. Goal Setting and Health 579 B. Self-Monitoring and Health 580 C. Self-Evaluation and Health 580 D. Self-Reinforcement and Health 581 E. Implications for Treatment 581 IV. Self-Regulation and Social Anxiety 584 A. Goal Setting and Social Anxiety 585 B. Self-Monitoring and Social Anxiety 586 C. Self-Evaluation and Social Anxiety 586 D. Self-Reinforcement and Social Anxiety 587 E. Implications for Treatment 587 V. Self-Regulation and Depression 588 A. Goal Setting and Depression 588 B. Self-Monitoring and Depression 589 C. Self-Evaluation and Depression 589 D. Self-Reinforcement and Depression 590 E. Implications for Treatment 590 VI. Self-Regulation and Therapy 591 VII. Summary and Conclusions 592 References 593 Contents XVII 18 Self-Management of chronic Illness Thomas L. Creer I. Introduction 601 II. Characteristics of Chronic Illness 602 A. Characteristics 603 B. Psychological Factors 603 C. Treatment Considerations 604 III. Treatment of Chronic Illness 605 A. Explicit Plans and Guidelines 605 B. Practice Redesign 605 С Clinical Expertise 606 D. Information 606 E. Patient Education 606 IV. Self-Management: Setting the Stage 606 A. Self-Regulation or Self-Management? 607 B. Recruitment of Staff 608 C. Identification and Referral of Potential Subjects 608 D. Recruitment of Subjects 609 E. Expectancies 609 F. Racial and Cultural Differences 612 G. Task Demands 612 V. Processes of Self-Management 613 A. Goal Selection 613 B. Information Collection 614 С Information Processing and Evaluation 615 D. Decision Making 616 E. Action 617 F. Self-Reaction 617 VI. Discussion 618 A. Development and Application of Self-Management Programs for Chronic Illness 618 B. Recruitment and Retention of Patients in a Self-Management Program 619 С Maintenance of Self-Management Skills 623 VII. Future Directions and Conclusions 624 References 626 vwi i i Contents 19 self-regulation and academic learning: self-Efficacy Enhancing Interventions DALE H. SCHUNKAND PEGGY A. ERTMER I. Introduction 631 II. Theoretical Framework 633 A. Social Cognitive Theory of Self-Regulation 633 B. Self-Efficacy and Self-Regulation 633 C. Other Influential Processes 634 III. Research Evidence 636 IV. Interventions to Enhance Self-Efficacy and Self-Regulation 638 A. Goals 639 B. Self-Monitorìng and Perceptions of Progress 640 С Self-Evaluations 641 V. Future Research on Self-Regulation 642 A. Instructional Components 643 B. Self-Regulation in Content Areas 644 С Transfer of Self-Regulation Processes 644 D. Self-Reflective Practice 645 VI. Conclusion 645 References 646 2O Teacher Innovations in self-regulated learning Judi Randi and Lyn Corno I. Introduction 651 II. Overview 652 III. Strategy Instruction Research in the Content Areas 654 A. Strategy Instruction in Student-Centered, Project-Based Learning 655 B. Strategy Instruction in Literature-Based Reading Programs 657 IV. Strategy Instruction through Collaborative Innovation 659 A. Definition of Collaborative Innovation 660 Contents XIX B. Collaborative Innovation in Research on Self-Regulation Interventions 660 C. Summary of the Distinctions between Teacher- and Researcher-Generated Innovations in Self-Regulated Learning 664 V. Developing a Model for Teaching Self-Regulated Learning through Story 665 A. Self-Regulatory Process Analysis of the Journey Tale 667 B. Instructional Model for Teaching Self-Regulated Learning through the Journey Tale 671 VI. Collaborative Research: Future Possibilities 679 VII. Summary 681 References 683 21 self-regulation: a characteristic and a Goal of Mathematics Education Erik De Corte, Lieven Verschaffel, and peter op t eynde I. Introduction 687 II. Learning Mathematics from Instruction: Outline of a Theoretical Framework 688 III. Students Flaws in Self-Regulatory Skills and Beliefs 692 A. Flaws in the Regulation of Cognitive Processes 693 B. Flaws in the Regulation of Volitional Processes 696 С Flaws in Students Beliefs 698 IV. Fostering Students Self-Regulation in Powerful Mathematics Learning Environments 702 A. Teaching Metacognitwe and Heuristic Strategies in Geometry 702 B. Teaching Cognitive Self-Regulatory Skills to Seventh Graders 705 С The Jasper Project: Anchored Instruction of Mathematical Problem Solving 709 D. A Powerful Learning Environment for Skilled Realistic Mathematical Problem Solving in the Upper Elementary School 713 E. Looking Back to the Four Design Experiments 718 V. Conclusions and Future Directions for Research 721 References 722 XX Contents 22 SELF-REGULATION INTERVENTIONS WITH A FOCUS ON LEARNING STRATEGIES Claire Ellen Weinstein, Jenefer Husman, AND DOUGLAS R. DlERKlNG I. Historical Overview 728 II. Learning Strategies Can Be Modified or Learned 728 III. The Nature of Strategies and Strategy Instruction 730 IV. Types of Learning Strategies and Their Relationship to Other Strategic Learning Components 731 V. Model of Strategic Learning 733 VI. Types of Strategy Instruction and Their Effectiveness 733 VII. Important Components of Adjunct Courses 737 VIII. The Nature and Impact of a Course in Strategic Learning at the University of Texas 738 IX. Future Directions for Learning Strategies Research 743 References 744 23 self-regulation: directions and Challenges for Future Research Moshe Zei dn er, Monique Boekaerts, and Paul R. Pintrich I. Developing a Tractable Conceptual Foundation and Consistent Nomenclature of Self-Regulation Constructs 750 II. Clarifying Self-Regulation Structure and Processes 753 III. Mapping Out the Nomological Network 755 IV. Construction of More Refined Models 756 V. Refining Measurement of Self-Regulation Constructs 757 VI. Improving Research Methodology 759 VII. Exploring Interactions between Environment and Self-Regulation 761 VIII. Acquisition and Transmission of Self-Regulatory Skills 763 IX. Examining Developmental Differences in Self-Regulatory Skills 764 X. Examining Individual Differences in Self-Regulatory Skills 764 XI. Applications 765 XII. Training and Promotion of Self-Regulatory Concepts 766 References 768 Index 769
adam_txt	Contents Foreword xxi About the Editors xxv Contributors xxvii self-regulation: An Introductory Overview Monique Boekaerts, Paul r. Pintrich, and moshe Zeidner PART I General Theories and models of Self-Regulation Attaining Self-Regulation: A Social Cognitive perspective Barry j. Zimmerman I. Introduction 13 A. A Triadic Definition of Self-Regulation 13 VI Contents II. The Structure of Self-Regulatory Systems 15 A. Forethought Phase 16 B. Performance or Volitional Control Phase 18 C. Self-Reflection Phase 21 III. Social and Environmental Influences on Self-Regulation 24 IV. Dysfunctions in Self-Regulation 26 V. Development of Self-Regulatory Skill 28 VI. Future Research Directions 32 VII. A Concluding Comment 34 References 35 ON THE STRUCTURE OF BEHAVIORAL SELF-REGULATION Charles S. Carver and Michael F. Scheier I. Behavior Is Goal Directed and Feedback Controlled 42 A. Feedback Loops 42 B. Reemergent Interest in Approach and Avoidance 46 II. Hierarchicality among Goals 47 A. Premise: Goals Can Be Differentiated by Levels of Abstraction 47 B. Action Identification 48 С Multiple Paths to High-Level Goals, Multiple Meanings in Concrete Action 49 D. Goal Importance: Goals and the Self 50 III. Feedback Control and Creation of Affect 51 A. Theory 51 B. Research Evidence 52 C. Cruise Control Model 52 D. Affect from Discrepancy-Enlarging Loops 53 E. Merging Affect and Action 54 F. Is Tins Really a Feedback System? 55 G. Shifts in Standards 56 H. Comparison with Biological Models of Bases of Affect 58 IV. Confidence and Doubt, Persistence and Giving Up 60 A. Engagement versus Giving Up 61 B. Is Disengagement Good or Bad? 62 Contents VII C. Hierarchicality and Importance Can Impede Disengagement 63 D. Watersheds, Disjunctions, and Bifurcations among Responses 63 V. Dynamic Systems and Human Behavior 64 A. Nonlinearity 65 B. Sensitive Dependence on Initial Conditions 66 C. Phase Space, Attractors, and Repellers 67 D. Another Way of Picturing Attractors 68 E. Goals as Attractors 70 VI. Catastrophe Theory 71 A. Hysteresis 73 B. Some Applications of Catastrophe Theory 74 C. Effort versus Disengagement 75 VII. Concluding Comment 78 References 80 Aspects of Goal Networks: Implications for Self-Regulation James Y. Shah and Arie W. Kruglanski I. A Structural Analysis of Goal Networks 86 A. Equifinality and the Goals-Means Association 88 B. Multifinality and the Means-Goals Association 89 C. "Lateral" Associations within Goal Networks 90 II. Self-Regulatory Consequences of Goal Network Structure 92 A. Goal Commitment 92 B. Choice of Means 94 G How Means Are Experienced 97 D. Means Substitution 99 III. Individual Differences in the Structure of Goals and Means 102 A. Differences in Motivational Orientation 102 B. Differences in Personal Goal Content 105 С Differences in Regulatory Experience 105 IV. Comparison to Other Perspectives on Goal Networks 106 V. Future Directions: Interpersonal Goals 107 VI. Conclusion 107 References 108 VIII CONTENTS A Functional-Design Approach to Motivation and self-Regulation: The Dynamics of personality Systems and interactions Julius Kuhl I. Introduction 111 A. Cognitive versus Dynamic Concepts of Motivation 113 B. The Theory of Action Control 114 II. Dynamic Concepts in Classical Theories of Motivation 116 A. Neglect of Subcognitive Mechanisms 117 B. Underspecification of Dynamic Concepts 118 III. Aristotle's Dynamic Concepts 121 A. Functional Explanation of Aristotle's Theory of Motivation 122 B. Systems Interactions: Modulation of Connectivity among Subsystems 123 IV. Personality Systems Interaction Theory 126 A. Elementary Systems: Intuitive Behavior Control and Object Recognition 127 B. High-Level Systems: Intention Memory and Analytical Thinking versus Extension Memory and Intuitive Feeling 128 С Affect-Cognition Modulation 134 D. Microanalytic Testing of Dynamic Modulation Effects 147 V. Back to the Future: From Contents to Mechanisms 148 A. Reinterpretation of Familiar Phenomena 149 B. Decomposing Self-Regulation: New Self-Report and Objective Assessment Techniques 154 VI. Conclusion 159 References 163 PERSONALITY, SELF-REGULATION, AND ADAPTATION: A Cognitive-Social Framework Gerald Matthews, Vicki L. Schwean, Sian E. Campbell, Donald h. Saklofske, and Abdalla A. R. Mohamed I. Frameworks for Personality and Self-Regulation Research 171 Contents IX A. Constructs of the Cognitive-Social Framework 172 B. A Cognitive Architecture for Self-Regulation 174 C. Self-Regulation and Social Cognition 175 D. Traits and Stable Individual Differences in Self-Regulation 176 II. Self-Regulation, Traits, and Cognitive Stress Processes 177 A. Coping 177 B. Appraisal 179 C. Metacognition and Mood Awareness 180 D. Worry 181 III. Personality and Self-Regulation of Reactions to Life Stress 182 A. Neuroticism as a Predictor of Appraisal and Coping 182 B. Mediation of Neuroticism Effects by Cognitive Stress Processes 184 C. Dispositional Self-Consciousness and Cognitive Stress Processes 185 IV. Personality and Self-Regulation in Performance Environments 187 A. Cognitive-Attentional Mechanisms for Anxiety Effects on Performance 187 B. Self-Regulation and Stress Processes in Performance Environments 188 V. Aggressive Behavior 193 A. Cognitive Processes in Aggression 194 B. Research Exploring Cognitive Distortions in Aggressive Children 196 C. Research Exploring Cognitive Deficiencies in Aggressive Children 197 D. Developing the Theory of Aggression and Self-Regulation 198 VI. Conclusions 199 References 201 Organization and Development of Self-Understanding and self-Regulation: Toward a General Theory Andreas Demetriou I. Introduction 209 II. The Architecture of Self-Aware and Self-Regulated Systems 211 A. The Mind 212 B. Temperament, Personality, Thinking Styles, and the Self 222 C. Toward an Overarching Model of Mind, Personality, and Self 226 CONTENTS III. Development of Self-Understanding and Self-Regulation 227 A. Development of the Child's Understanding of the Organization and Functioning of the Mind 228 B. Development of Self-Representation 232 С Development of Self-Regulation 234 IV. Explaining the Development of Self-Understanding and Self-Regulation 237 A. Intraindividual Dynamics in the Development of Self-Understanding and Self-Regulation 238 B. Interindividual Dynamics in the Development of Self-Understanding and Self-Regulation 240 C. Looking to the Future: Integrating Research on Mind, Personality, and Self 242 V. Conclusions 244 References 246 8 The Role of Intention in Self-regulation: Toward Intentional Systemic Mindfulness ShaunaL. Shapiro and Gary E. Schwartz I. Systems Theory, Self-Regulation, and Mindfulness 255 II. Self-Regulation 256 III. Self-Regulation Techniques and Potential Limitations 257 IV. Psychophysiological Research on Self-Regulation — Physiology and Energy 258 V. Elaboration of an Expanded Self-Regulation Model: Intention 259 VI. Intention 260 VII. Intentional Systemic Mindfulness: Mindfulness Qualities and Systemic Perspectives 260 VIII. Applications of Intentional Systemic Mindfulness to Self-Regulation Techniques 265 IX. Connectedness and Interconnectedness 266 X. General Principle of Intentional Systemic Mindfulness Interventions 268 XL Facilitating Intention Systemic Mindfulness 268 XII. Directions for Future Research 269 XIII. Implications for Health and Medicine 269 XIV. Summary 270 References 270 Contents Xl Communal aspects of Self-Regulation Tamara Jackson, Jean Mackenzie, and Stevan E. Hobfoll I. Introduction 275 A. Communal Regulation 276 B. Embedded Social Components of Self-Regulation Models 276 C. Individualistic Terms of Traditional Models of Self-Regulation 280 D. Concept of Interreliance 282 E. The Impact of Culture on Self-Regulatory Behaviors 283 II. Coping as Self-Regulation 287 A. Social Context of Coping 288 B. Multiaxial Model of Coping 289 C. Communal Mastery 291 D. Directions for Future Research 294 III. Summary and Conclusion 295 References 296 PART II Domain-Specific models and research on Self-Regulation IO Self-Regulation in Organizational settings: A Tale of Two Paradigms Jeffrey B. Vancouver I. Introduction 303 II. Definitions 304 A. Self-Regulation 304 B. Self-Regulated Learning 306 С Summary 307 III. Two Paradigms 308 A. Cybernetic-Systems Paradigm 309 B. The Decision-Making Paradigm 320 хп IV. The Paradigms in Industrial-Organizational Psychological Theories of Self-Regulation 324 A. Goal-Setting Theory 324 B. Social Cognitive Theory 324 С Action Theory 326 D. Summary 328 V. Merging the Paradigms 328 A. Learning in the Action Hierarchy 328 B. Gates and Modes of Operation 331 С Some Data 333 VI. Conclusion 335 References 336 1 1 Self-Regulation and Health behavior: The Health Behavior Goal Model Stan Maes and Winifred Gebhardt I. Introduction 343 II. Current Health Behavior Models and Self-Regulation 345 III. Self-Regulation and the Personal Goal Structure 350 IV. Goal Alignment, Goal Conflict, and Goal Balance 352 V. Goal Setting and Goal Orientation 353 VI. Goals, Beliefs, and Emotions 355 VII. The Self-Regulation Process 355 VIII. The Health Behavior Goal Model 357 IX. Conclusion and Directions for Future Research 363 References 367 12 regulation, self-regulation, and Construction of the Self in the Maintenance of Physical Health Susan Brownlee, Howard Leventhal, and Elaine A. Leventhal. I. The Self-Regulation Theme 369 Contents XIII II. Problem Solving, Self-Regulation, and Regulation of the Self 370 A. Dimensions along Which Problem Solving Shades into Self-Regulation and Regulation of the Self 371 III. Modeling Problem Solving, Self-Regulation, and Self-Construction 373 A. The Origins of the Common-Sense Model 376 IV. Illness Cognition and Control Theory 382 A. The Substance of Common-Sense Modeling 384 V. Coping Procedures: Generalized Factors versus If-Then Rules That Integrate Representations, Procedures, and Appraisals 389 VI. The Self System 393 A. Self as a Factor that Underlies and Moderates the Problem Space 394 B. Redefining and Reorganizing the Self and Modifying Its Procedures 398 C. The Social Environment 402 VII. Summary and Concluding Comments 407 References 409 13 self-regulated learning: Finding a Balance between Learning Goals and Ego-protective Goals Monique Boekaertsand Markku Niemivirta I. Introduction 417 II. What Turns a Potential Learning Opportunity into a Situation that the Student Identifies as Such? 418 A. When Opportunity and Felt Necessity Coincide 419 B. Goals Viewed as Knowledge Structures that Guide Behavior 421 III. Self-Regulated Learning Originates in the Identification, Interpretation, and Appraisal of an Opportunity to Learn 423 A. Identification of a Learning Situation 424 B. Interpretation and Appraisal 426 С The Model of Adaptable Learning: Finding a Balance between Parallel Goals 427 IV. Goal Setting: An Essential Aspect of Self-Regulated Learning 431 A. Curtailed Goal Paths 433 B. Goal Setting Based on Task-Focused and Self-Focused Interpretation 436 XIV Contents V. Self-Regulated Learning Implies Goal Striving 439 A. Implementation Intentions 439 B. Dealing with Strategy Failure 440 С Curtailed Goal Striving Should Not Be Equated with Failure of Self-Regulation 442 VI. Conclusions and Future Directions 445 References 446 14 The Role of Goal orientation in self-regulated learning Paul R. Pintrich I. A General Framework for Self-Regulated Learning 452 A. Regulation of Cognition 456 B. Regulation of Motivation and Affect 461 С Regulation of Behavior 466 D. Regulation of Context 469 II. Goal Orientation and Self-Regulated Learning 472 A. Models of Goal Orientation 474 B. Mastery Goals and Self-Regulated Learning 479 C. Performance Goals and Self-Regulated Learning 484 III. Conclusions and Future Directions for Theory and Research 489 References 494 15 Motivation and Action in Self-Regulated Learning Falko Rheinberg, Regina Vollmeyer, and Wolfram Rollett I. Introduction and Conceptual Framework 503 II. An Action Model for the Prediction of Learning Motivation 507 A. Research Strategy 507 B. A Cognitive Model of Motivation in Self-Regulated Learning 508 Contents XV C. Consequences for Enhancing Motivation in Classrooms 512 D. Activity-Related Incentives 513 E. Volitional Aspects of Self-Regulated Learning 516 III. Motivation, Learning, and Performance 519 A. Motivational Influences during the Learning Process: Topic Interest and Text Learning 520 B. Self-Regulated Learning with a Complex Computer-Simulated System 520 IV. Two Aims for Further Research 523 A. Search for Mediating Variables in Different Situations and Learning Tasks 523 B. How to Overcome Aversive Learning Activities 524 References 525 16 Measuring self-Regulated learning Philip H. Winne and Nancy E. Perry I. Measuring Intervenes in an Environment 532 II. Measurements of Self-Regulated Learning Reflect a Model of Self-Regulated Learning 533 A. Components of Self-Regulated Learning 533 B. Self-Regulated Learning as Aptitude 534 C. Self-Regulated Learning as Event 535 D. The Self-Regulated Learning Model of Winne and Hadwin 536 E. Summary and Prelude to Measurements of Self-Regulated Learning 541 III. Protocols for Measuring Self-Regulated Learning 541 A. Measuring Self-Regulated Learning as an Aptitude 542 B. Measuring Self-Regulated Learning as an Event 549 IV. Issues in Measuring Self-Regulated Learning 555 A. Targets for Measurement 555 B. Metrics 556 C. Sampling 558 D. Technical Issues 560 E. Utility 561 V. Conclusions and Future Directions 562 References 564 XVI PART III INTERVENTIONS AND APPLICATIONS OF SELF-REGULATION THEORY AND RESEARCH 17 SELF-REGULATION AND DISTRESS IN CLINICAL PSYCHOLOGY Norman S. Endler and Nancy L. Kocovski I. Introduction 569 II. Self-Regulation and Addictive Behaviors 572 A. Goal Setting and Addictive Behaviors 573 B. Self-Monitoring and Addictive Behaviors 574 С Self-Evaluation and Addictive Behaviors 575 D. Self-Reinforcement and Addictive Behaviors 576 E. implications for Treatment 577 III. Self-Regulation and Health 578 A. Goal Setting and Health 579 B. Self-Monitoring and Health 580 C. Self-Evaluation and Health 580 D. Self-Reinforcement and Health 581 E. Implications for Treatment 581 IV. Self-Regulation and Social Anxiety 584 A. Goal Setting and Social Anxiety 585 B. Self-Monitoring and Social Anxiety 586 C. Self-Evaluation and Social Anxiety 586 D. Self-Reinforcement and Social Anxiety 587 E. Implications for Treatment 587 V. Self-Regulation and Depression 588 A. Goal Setting and Depression 588 B. Self-Monitoring and Depression 589 C. Self-Evaluation and Depression 589 D. Self-Reinforcement and Depression 590 E. Implications for Treatment 590 VI. Self-Regulation and Therapy 591 VII. Summary and Conclusions 592 References 593 Contents XVII 18 Self-Management of chronic Illness Thomas L. Creer I. Introduction 601 II. Characteristics of Chronic Illness 602 A. Characteristics 603 B. Psychological Factors 603 C. Treatment Considerations 604 III. Treatment of Chronic Illness 605 A. Explicit Plans and Guidelines 605 B. Practice Redesign 605 С Clinical Expertise 606 D. Information 606 E. Patient Education 606 IV. Self-Management: Setting the Stage 606 A. Self-Regulation or Self-Management? 607 B. Recruitment of Staff 608 C. Identification and Referral of Potential Subjects 608 D. Recruitment of Subjects 609 E. Expectancies 609 F. Racial and Cultural Differences 612 G. Task Demands 612 V. Processes of Self-Management 613 A. Goal Selection 613 B. Information Collection 614 С Information Processing and Evaluation 615 D. Decision Making 616 E. Action 617 F. Self-Reaction 617 VI. Discussion 618 A. Development and Application of Self-Management Programs for Chronic Illness 618 B. Recruitment and Retention of Patients in a Self-Management Program 619 С Maintenance of Self-Management Skills 623 VII. Future Directions and Conclusions 624 References 626 vwi i i Contents 19 self-regulation and academic learning: self-Efficacy Enhancing Interventions DALE H. SCHUNKAND PEGGY A. ERTMER I. Introduction 631 II. Theoretical Framework 633 A. Social Cognitive Theory of Self-Regulation 633 B. Self-Efficacy and Self-Regulation 633 C. Other Influential Processes 634 III. Research Evidence 636 IV. Interventions to Enhance Self-Efficacy and Self-Regulation 638 A. Goals 639 B. Self-Monitorìng and Perceptions of Progress 640 С Self-Evaluations 641 V. Future Research on Self-Regulation 642 A. Instructional Components 643 B. Self-Regulation in Content Areas 644 С Transfer of Self-Regulation Processes 644 D. Self-Reflective Practice 645 VI. Conclusion 645 References 646 2O Teacher Innovations in self-regulated learning Judi Randi and Lyn Corno I. Introduction 651 II. Overview 652 III. Strategy Instruction Research in the Content Areas 654 A. Strategy Instruction in Student-Centered, Project-Based Learning 655 B. Strategy Instruction in Literature-Based Reading Programs 657 IV. Strategy Instruction through Collaborative Innovation 659 A. Definition of Collaborative Innovation 660 Contents XIX B. Collaborative Innovation in Research on Self-Regulation Interventions 660 C. Summary of the Distinctions between Teacher- and Researcher-Generated Innovations in Self-Regulated Learning 664 V. Developing a Model for Teaching Self-Regulated Learning through Story 665 A. Self-Regulatory Process Analysis of the Journey Tale 667 B. Instructional Model for Teaching Self-Regulated Learning through the Journey Tale 671 VI. Collaborative Research: Future Possibilities 679 VII. Summary 681 References 683 21 self-regulation: a characteristic and a Goal of Mathematics Education Erik De Corte, Lieven Verschaffel, and peter op 't eynde I. Introduction 687 II. Learning Mathematics from Instruction: Outline of a Theoretical Framework 688 III. Students' Flaws in Self-Regulatory Skills and Beliefs 692 A. Flaws in the Regulation of Cognitive Processes 693 B. Flaws in the Regulation of Volitional Processes 696 С Flaws in Students'Beliefs 698 IV. Fostering Students' Self-Regulation in Powerful Mathematics Learning Environments 702 A. Teaching Metacognitwe and Heuristic Strategies in Geometry 702 B. Teaching Cognitive Self-Regulatory Skills to Seventh Graders 705 С The Jasper Project: Anchored Instruction of Mathematical Problem Solving 709 D. A Powerful Learning Environment for Skilled Realistic Mathematical Problem Solving in the Upper Elementary School 713 E. Looking Back to the Four Design Experiments 718 V. Conclusions and Future Directions for Research 721 References 722 XX Contents 22 SELF-REGULATION INTERVENTIONS WITH A FOCUS ON LEARNING STRATEGIES Claire Ellen Weinstein, Jenefer Husman, AND DOUGLAS R. DlERKlNG I. Historical Overview 728 II. Learning Strategies Can Be Modified or Learned 728 III. The Nature of Strategies and Strategy Instruction 730 IV. Types of Learning Strategies and Their Relationship to Other Strategic Learning Components 731 V. Model of Strategic Learning 733 VI. Types of Strategy Instruction and Their Effectiveness 733 VII. Important Components of Adjunct Courses 737 VIII. The Nature and Impact of a Course in Strategic Learning at the University of Texas 738 IX. Future Directions for Learning Strategies Research 743 References 744 23 self-regulation: directions and Challenges for Future Research Moshe Zei dn er, Monique Boekaerts, and Paul R. Pintrich I. Developing a Tractable Conceptual Foundation and Consistent Nomenclature of Self-Regulation Constructs 750 II. Clarifying Self-Regulation Structure and Processes 753 III. Mapping Out the Nomological Network 755 IV. Construction of More Refined Models 756 V. Refining Measurement of Self-Regulation Constructs 757 VI. Improving Research Methodology 759 VII. Exploring Interactions between Environment and Self-Regulation 761 VIII. Acquisition and Transmission of Self-Regulatory Skills 763 IX. Examining Developmental Differences in Self-Regulatory Skills 764 X. Examining Individual Differences in Self-Regulatory Skills 764 XI. Applications 765 XII. Training and Promotion of Self-Regulatory Concepts 766 References 768 Index 769
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title	Handbook of self-regulation
title_alt	Handbook of self regulation
title_auth	Handbook of self-regulation
title_exact_search	Handbook of self-regulation
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title_full	Handbook of self-regulation ed. by Monique Boekaerts ...
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title_full_unstemmed	Handbook of self-regulation ed. by Monique Boekaerts ...
title_short	Handbook of self-regulation
title_sort	handbook of self regulation
topic	Lerntheorie (DE-588)4114402-8 gnd Selbstkontrolle (DE-588)4180843-5 gnd Selbststeuerung (DE-588)4054430-8 gnd Soziologie (DE-588)4077624-4 gnd Psychologie (DE-588)4047704-6 gnd
topic_facet	Lerntheorie Selbstkontrolle Selbststeuerung Soziologie Psychologie
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