Articles liés à Handbook of Self-Regulation of Learning and Performance
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Synopsis
Handbook of Self-Regulation of Learning and Performance Self-regulated learning (or self-regulation) refers to the process whereby learners personally activate and sustain cognitions, affects, and behaviours that are systematically oriented toward the attainment of learning goals. This is the first volume to integrate into a single volume all aspects of the field of self-regulation of learning and performance: basic domains, applications to content are... Full description
Les informations fournies dans la section « Synopsis » peuvent faire référence à une autre édition de ce titre.
Présentation de l'éditeur
Self-regulated learning (or self-regulation) refers to the process whereby learners personally activate and sustain cognitions, affects, and behaviours that are systematically oriented toward the attainment of learning goals. This is the first volume to integrate into a single volume all aspects of the field of self-regulation of learning and performance: basic domains, applications to content areas, instructional issues, methodological issues, and individual differences. It draws on research from such diverse areas as cognitive, educational, clinical, social, and organizational psychology. Distinguishing features include:
Chapter Structure – To ensure uniformity and coherence across chapters, each chapter author addresses the theoretical ideas underlying their topic, research evidence bearing on these ideas, future research directions, and implications for educational practice.
International – Because research on self-regulation is increasingly global, a significant number of interntional contributors are included (see table of contents).
Readable – In order to make the book accessible to students, chapters have been carefully edited for clarity, conciseness, and organizational consistency.
Expertise – All chapters are written by leading researchers from around the world who are highly regarded experts on their particular topics and are active contributors to the field.
Biographie de l'auteur
Barry Zimmerman is Distinguished Professor of Educational Psychology at the Graduate Center of the City University of New York.
Dale Schunk is Dean of the School of Education at the University of North Carolina at Greensboro and Professor of Curriculum and Instruction.
Les informations fournies dans la section « A propos du livre » peuvent faire référence à une autre édition de ce titre.
- ÉditeurRoutledge
- Date d'édition2011
- ISBN 10 0415871123
- ISBN 13 9780415871129
- ReliureBroché
- Langueanglais
- Nombre de pages500
- ÉditeurZimmerman Barry J.
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