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Handbook of Self-Regulation of Learning and Performance (Hardback)

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ISBN 10: 0415871115 / ISBN 13: 9780415871112
Edité par Taylor Francis Ltd, United Kingdom, 2011
Neuf(s) Etat : New Couverture rigide
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A propos de cet article

Language: English . Brand New Book. 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. N° de réf. du libraire AA69780415871112

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Détails bibliographiques

Titre : Handbook of Self-Regulation of Learning and ...

Éditeur : Taylor Francis Ltd, United Kingdom

Date d'édition : 2011

Reliure : Hardback

Etat du livre :New

A propos de ce titre

Synopsis :

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.

About the Author:

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.

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