Monique Boekaerts is Professor of Educational Psychology at Leiden University (The Netherlands) and chairs the Research Committee of the Faculty of Social Sciences. As a principle investigator, she is supervising a national school reform program in vocational schools. Her main field of interest is self-regulated learning with a focus on motivation, volitional control, coping with stress, and soliciting social support. President-elect of the European Association of Learning and Instruction and President of the Educational and Institutional Psychology division of the International Association of Applied Psychology, she has written over 100 scientific articles and book chapters. She serves as associate editor of Learning and Instruction and as reviewer for several international and European journals. Moshe Zeidner is Professor of Educational and Social Psychology at the University of Haifa, Israel. He serves as Director of the Center for the Interdisciplinary Research on Emotions and Scientific Director of the Laboratory for Cross-Cultural Research in Personality and Individual Differences. His main field of interest is personality and individual differences research, with particular concern for anxiety, stress and coping, and the personality-intelligence interface. He is series editor for two series: Human Emotions, and Human Exceptionality. He also serves as Associate Editor of Anxiety, Stress, and Coping: An International Journal and a reviewer for a number of APA journals. He is the author of over 100 scientific papers and chapters and his recent books include: Test Anxiety: The State of the Art, (1998), Handbook of Coping, Stress, Anxiety, and Coping in Academic Settings, and, International Handbook of Personality and Intelligence.

"the definitive psychology text on willpower" --John Cloud, Time Magazine June 12 2006

• ForewordAbout the Editors1: Self-Regulation: An Introductory OverviewPart I: General Theories and Models of Self-Regulation 2: Attaining Self-Regulation: A Social Cognitive Perspective I INTRODUCTIONII THE STRUCTURE OF SELF-REGULATORY SYSTEMSIII SOCIAL AND ENVIRONMENTAL INFLUENCES ON SELF-REGULATIONIV DYSFUNCTIONS IN SELF-REGULATIONV DEVELOPMENT OF SELF-REGULATORY SKILLVI FUTURE RESEARCH DIRECTIONSVII A CONCLUDING COMMENTACKNOWLEDGMENT3: On the Structure of Behavioral Self-Regulation I BEHAVIOR IS GOAL DIRECTED AND FEEDBACK CONTROLLEDII HIERARCHICALITY AMONG GOALSIII FEEDBACK CONTROL AND CREATION OF AFFECTIV CONFIDENCE AND DOUBT, PERSISTENCE AND GIVING UPV DYNAMIC SYSTEMS AND HUMAN BEHAVIORVI CATASTROPHE THEORYVII CONCLUDING COMMENTACKNOWLEDGMENT4: Aspects of Goal Networks: Implications for Self-Regulation I A STRUCTURAL ANALYSIS OF GOAL NETWORKSII SELF-REGULATORY CONSEQUENCES OF GOAL NETWORK STRUCTUREIII INDIVIDUAL DIFFERENCES IN THE STRUCTURE OF GOALS AND MEANSIV COMPARISON TO OTHER PERSPECTIVES ON GOAL NETWORKSV FUTURE DIRECTIONS: INTERPERSONAL GOALSVI CONCLUSION5: A Functional-Design Approach to Motivation and Self-Regulation: The Dynamics of Personality Systems Interactions I INTRODUCTIONII DYNAMIC CONCEPTS IN CLASSICAL THEORIES OF MOTIVATIONIII ARISTOTLE’S DYNAMIC CONCEPTSIV PERSONALITY SYSTEMS INTERACTION THEORYV BACK TO THE FUTURE: FROM CONTENTS TO MECHANISMSVI CONCLUSIONACKNOWLEDGMENT6: Personality, Self-Regulation, and Adaptation: A Cognitive–Social Framework I FRAMEWORKS FOR PERSONALITY AND SELF-REGULATION RESEARCHII SELF-REGULATION, TRAITS, AND COGNITIVE STRESS PROCESSESIII PERSONALITY AND SELF-REGULATION OF REACTIONS TO LIFE STRESSIV PERSONALITY AND SELF-REGULATION IN PERFORMANCE ENVIRONMENTSV AGGRESSIVE BEHAVIORVI CONCLUSIONS7: Organization and Development of Self-Understanding and Self-Regulation: Toward a General Theory I INTRODUCTIONII THE ARCHITECTURE OF SELF-AWARE AND SELF-REGULATED SYSTEMSIII DEVELOPMENT OF SELF-UNDERSTANDING AND SELF-REGULATIONIV EXPLAINING THE DEVELOPMENT OF SELF-UNDERSTANDING AND SELF-REGULATIONV CONCLUSIONS8: The Role of Intention in Self-Regulation: Toward Intentional Systemic Mindfulness I SYSTEMS THEORY, SELF-REGULATION, AND MINDFULNESSII SELF-REGULATIONIII SELF-REGULATION TECHNIQUES AND POTENTIAL LIMITATIONSIV PSYCHOPHYSIOLOGICAL RESEARCH ON SELF-REGULATION — PHYSIOLOGY AND ENERGYV ELABORATION OF AN EXPANDED SELF-REGULATION MODEL: INTENTIONVI INTENTIONVII INTENTIONAL SYSTEMIC MINDFULNESS: MINDFULNESS QUALITIES AND SYSTEMIC PERSPECTIVESVIII APPLICATIONS OF INTENTIONAL SYSTEMIC MINDFULNESS TO SELF-REGULATION TECHNIQUESIX CONNECTEDNESS AND INTERCONNECTEDNESSX GENERAL PRINCIPLES OF INTENTIONAL SYSTEMIC MINDFULNESS INTERVENTIONSXI FACILITATING INTENTION SYSTEMIC MINDFULNESSXII DIRECTIONS FOR FUTURE RESEARCHXIII IMPLICATIONS FOR HEALTH AND MEDICINEXIV SUMMARYACKNOWLEDGMENTS9: Communal Aspects of Self-Regulation I INTRODUCTIONII COPING AS SELF-REGULATIONIII SUMMARY AND CONCLUSIONACKNOWLEDGMENTPart II: Domain-Specific Models and Research on Self-Regulation 10: Self-Regulation in Organizational Settings: A Tale of two Paradigms I INTRODUCTIONII DEFINITIONSIII TWO PARADIGMSIV THE PARADIGMS IN INDUSTRIAL– ORGANIZATIONAL PSYCHOLOGICAL THEORIES OF SELF-REGULATIONV MERGING THE PARADIGMSVI CONCLUSION11: Self-Regulation and Health Behavior: The Health Behavior Goal Model I INTRODUCTIONII CURRENT HEALTH BEHAVIOR MODELS AND SELF-REGULATIONIII SELF-REGULATION AND THE PERSONAL GOAL STRUCTUREIV GOAL ALIGNMENT, GOAL CONFLICT, AND GOAL BALANCEV GOAL SETTING AND GOAL ORIENTATIONVI GOALS, BELIEFS, AND EMOTIONSVII THE SELF-REGULATION PROCESSVIII THE HEALTH BEHAVIOR GOAL MODELIX CONCLUSION AND DIRECTIONS FOR FUTURE RESEARCHACKNOWLEDGMENT12: Regulation, Self-Regulation, and Construction of the Self in the Maintenance of Physical Health I THE SELF-REGULATION THEMEII PROBLEM SOLVING, SELF-REGULATION, AND REGULATION OF THE SELFIII MODELING PROBLEM SOLVING, SELF-REGULATION, AND SELF-CONSTRUCTIONIV ILLNESS COGNITION AND CONTROL THEORYV COPING PROCEDURES: GENERALIZED FACTORS VERSUS IF-THEN RULES THAT INTEGRATE REPRESENTATIONS, PROCEDURES, AND APPRAISALSVI THE SELF SYSTEMVII SUMMARY AND CONCLUDING COMMENTSACKNOWLEDGMENT13: Self-Regulated Learning: Finding a Balance Between Learning Goals and Ego-Protective Goals I INTRODUCTIONII WHAT TURNS A POTENTIAL LEARNING OPPORTUNITY INTO A SITUATION THAT THE STUDENT IDENTIFIES AS SUCH?III SELF-REGULATED LEARNING ORIGINATES IN THE IDENTIFICATION, INTERPRETATION, AND APPRAISAL OF AN OPPORTUNITY TO LEARNIV GOAL SETTING: AN ESSENTIAL ASPECT OF SELF-REGULATED LEARNINGV SELF-REGULATED LEARNING IMPLIES GOAL STRIVINGVI CONCLUSIONS AND FUTURE DIRECTIONS14: The Role of Goal Orientation in Self-Regulated Learning I A GENERAL FRAMEWORK FOR SELF-REGULATED LEARNINGII GOAL ORIENTATION AND SELF-REGULATED LEARNINGIII CONCLUSIONS AND FUTURE DIRECTIONS FOR THEORY AND RESEARCHACKNOWLEDGMENTS15: Motivation and Action in Self-Regulated Learning I INTRODUCTION AND CONCEPTUAL FRAMEWORKII AN ACTION MODEL FOR THE PREDICTION OF LEARNING MOTIVATIONIII MOTIVATION, LEARNING, AND PERFORMANCEIV TWO AIMS FOR FURTHER RESEARCHACKNOWLEDGMENTS16: Measuring Self-Regulated Learning I MEASURING INTERVENES IN AN ENVIRONMENTII MEASUREMENTS OF SELF-REGULATED LEARNING REFLECT A MODEL OF SELF-REGULATED LEARNINGIII PROTOCOLS FOR MEASURING SELF-REGULATED LEARNINGIV ISSUES IN MEASURING SELF-REGULATED LEARNINGV CONCLUSIONS AND FUTURE DIRECTIONSACKNOWLEDGMENTPart III: Interventions and Applications of Self-Regulation Theory and Research 17: Self-Regulation and Distress in Clinical Psychology I INTRODUCTIONII SELF-REGULATION AND ADDICTIVE BEHAVIORSIII SELF-REGULATION AND HEALTHIV SELF-REGULATION AND SOCIAL ANXIETYV SELF-REGULATION AND DEPRESSIONVI SELF-REGULATION AND THERAPYVII SUMMARY AND CONCLUSIONSACKNOWLEDGMENT18: Self-Management of Chronic Illness I INTRODUCTIONII CHARACTERISTICS OF CHRONIC ILLNESSIII TREATMENT OF CHRONIC ILLNESSIV SELF-MANAGEMENT: SETTING THE STAGEV PROCESSES OF SELF-MANAGEMENTVI DISCUSSIONVII FUTURE DIRECTIONS AND CONCLUSIONS19: Self-Regulation and Academic Learning: Self-Efficacy Enhancing Interventions I INTRODUCTIONII THEORETICAL FRAMEWORKIII RESEARCH EVIDENCEIV INTERVENTIONS TO ENHANCE SELF-EFFICACY AND SELF-REGULATIONV FUTURE RESEARCH ON SELF-REGULATIONVI CONCLUSION20: Teacher Innovations in Self-Regulated Learning I INTRODUCTIONII OVERVIEWIII STRATEGY INSTRUCTION RESEARCH IN THE CONTENT AREASIV STRATEGY INSTRUCTION THROUGH COLLABORATIVE INNOVATIONV DEVELOPING A MODEL FOR TEACHING SELF-REGULATED LEARNING THROUGH STORYVI COLLABORATIVE RESEARCH: FUTURE POSSIBILITIESVII SUMMARY21: Self-Regulation: A Characteristic and a Goal of Mathematics Education I INTRODUCTIONII LEARNING MATHEMATICS FROM INSTRUCTION: OUTLINE OF A THEORETICAL FRAMEWORKIII STUDENTS’ FLAWS IN SELF-REGULATORY SKILLS AND BELIEFSIV FOSTERING STUDENTS’ SELF-REGULATION IN POWERFUL MATHEMATICS LEARNING ENVIRONMENTS22: Self-Regulation Interventions with a Focus on Learning Strategies I HISTORICAL OVERVIEWII LEARNING STRATEGIES CAN BE MODIFIED OR LEARNEDIII THE NATURE OF STRATEGIES AND STRATEGY INSTRUCTIONIV TYPES OF LEARNING STRATEGIES AND THEIR RELATIONSHIP TO OTHER STRATEGIC LEARNING COMPONENTSV MODEL OF STRATEGIC LEARNINGVI TYPES OF STRATEGY INSTRUCTION AND THEIR EFFECTIVENESSVII IMPORTANT COMPONENTS OF ADJUNCT COURSESVIII THE NATURE AND IMPACT OF A COURSE IN STRATEGIC LEARNING AT THE UNIVERSITY OF TEXASIX FUTURE DIRECTIONS FOR LEARNING STRATEGIES RESEARCH23: Self-Regulation: Directions and Challenges for Future Research I DEVELOPING A TRACTABLE CONCEPTUAL FOUNDATION AND CONSISTENT NOMENCLATURE OF SELF-REGULATION CONSTRUCTSII CLARIFYING SELF-REGULATION STRUCTURE AND PROCESSESIII MAPPING OUT THE NOMOLOGICAL NETWORKIV CONSTRUCTION OF MORE REFINED MODELSV REFINING MEASUREMENT OF SELF-REGULATION CONSTRUCTSVI IMPROVING RESEARCH METHODOLOGYVII EXPLORING INTERACTIONS BETWEEN ENVIRONMENT AND SELF-REGULATIONVIII ACQUISITION AND TRANSMISSION OF SELF-REGULATORY SKILLSIX EXAMINING DEVELOPMENTAL DIFFERENCES IN SELF-REGULATORY SKILLSX EXAMINING INDIVIDUAL DIFFERENCES IN SELF-REGULATORY SKILLSXI APPLICATIONSXII TRAINING AND PROMOTION OF SELF-REGULATORY CONCEPTSIndex

Monique Boekaerts is Professor of Educational Psychology at Leiden University (The Netherlands) and chairs the Research Committee of the Faculty of Social Sciences. As a principle investigator, she is supervising a national school reform program in vocational schools. Her main field of interest is self-regulated learning with a focus on motivation, volitional control, coping with stress, and soliciting social support. President-elect of the European Association of Learning and Instruction and President of the Educational and Institutional Psychology division of the International Association of Applied Psychology, she has written over 100 scientific articles and book chapters. She serves as associate editor of Learning and Instruction and as reviewer for several international and European journals. Moshe Zeidner is Professor of Educational and Social Psychology at the University of Haifa, Israel. He serves as Director of the Center for the Interdisciplinary Research on Emotions and Scientific Director of the Laboratory for Cross-Cultural Research in Personality and Individual Differences. His main field of interest is personality and individual differences research, with particular concern for anxiety, stress and coping, and the personality-intelligence interface. He is series editor for two series: Human Emotions, and Human Exceptionality. He also serves as Associate Editor of Anxiety, Stress, and Coping: An International Journal and a reviewer for a number of APA journals. He is the author of over 100 scientific papers and chapters and his recent books include: Test Anxiety: The State of the Art, (1998), Handbook of Coping, Stress, Anxiety, and Coping in Academic Settings, and, International Handbook of Personality and Intelligence.

"the definitive psychology text on willpower" --John Cloud, Time Magazine June 12 2006

• ForewordAbout the Editors1: Self-Regulation: An Introductory OverviewPart I: General Theories and Models of Self-Regulation 2: Attaining Self-Regulation: A Social Cognitive Perspective I INTRODUCTIONII THE STRUCTURE OF SELF-REGULATORY SYSTEMSIII SOCIAL AND ENVIRONMENTAL INFLUENCES ON SELF-REGULATIONIV DYSFUNCTIONS IN SELF-REGULATIONV DEVELOPMENT OF SELF-REGULATORY SKILLVI FUTURE RESEARCH DIRECTIONSVII A CONCLUDING COMMENTACKNOWLEDGMENT3: On the Structure of Behavioral Self-Regulation I BEHAVIOR IS GOAL DIRECTED AND FEEDBACK CONTROLLEDII HIERARCHICALITY AMONG GOALSIII FEEDBACK CONTROL AND CREATION OF AFFECTIV CONFIDENCE AND DOUBT, PERSISTENCE AND GIVING UPV DYNAMIC SYSTEMS AND HUMAN BEHAVIORVI CATASTROPHE THEORYVII CONCLUDING COMMENTACKNOWLEDGMENT4: Aspects of Goal Networks: Implications for Self-Regulation I A STRUCTURAL ANALYSIS OF GOAL NETWORKSII SELF-REGULATORY CONSEQUENCES OF GOAL NETWORK STRUCTUREIII INDIVIDUAL DIFFERENCES IN THE STRUCTURE OF GOALS AND MEANSIV COMPARISON TO OTHER PERSPECTIVES ON GOAL NETWORKSV FUTURE DIRECTIONS: INTERPERSONAL GOALSVI CONCLUSION5: A Functional-Design Approach to Motivation and Self-Regulation: The Dynamics of Personality Systems Interactions I INTRODUCTIONII DYNAMIC CONCEPTS IN CLASSICAL THEORIES OF MOTIVATIONIII ARISTOTLE’S DYNAMIC CONCEPTSIV PERSONALITY SYSTEMS INTERACTION THEORYV BACK TO THE FUTURE: FROM CONTENTS TO MECHANISMSVI CONCLUSIONACKNOWLEDGMENT6: Personality, Self-Regulation, and Adaptation: A Cognitive–Social Framework I FRAMEWORKS FOR PERSONALITY AND SELF-REGULATION RESEARCHII SELF-REGULATION, TRAITS, AND COGNITIVE STRESS PROCESSESIII PERSONALITY AND SELF-REGULATION OF REACTIONS TO LIFE STRESSIV PERSONALITY AND SELF-REGULATION IN PERFORMANCE ENVIRONMENTSV AGGRESSIVE BEHAVIORVI CONCLUSIONS7: Organization and Development of Self-Understanding and Self-Regulation: Toward a General Theory I INTRODUCTIONII THE ARCHITECTURE OF SELF-AWARE AND SELF-REGULATED SYSTEMSIII DEVELOPMENT OF SELF-UNDERSTANDING AND SELF-REGULATIONIV EXPLAINING THE DEVELOPMENT OF SELF-UNDERSTANDING AND SELF-REGULATIONV CONCLUSIONS8: The Role of Intention in Self-Regulation: Toward Intentional Systemic Mindfulness I SYSTEMS THEORY, SELF-REGULATION, AND MINDFULNESSII SELF-REGULATIONIII SELF-REGULATION TECHNIQUES AND POTENTIAL LIMITATIONSIV PSYCHOPHYSIOLOGICAL RESEARCH ON SELF-REGULATION — PHYSIOLOGY AND ENERGYV ELABORATION OF AN EXPANDED SELF-REGULATION MODEL: INTENTIONVI INTENTIONVII INTENTIONAL SYSTEMIC MINDFULNESS: MINDFULNESS QUALITIES AND SYSTEMIC PERSPECTIVESVIII APPLICATIONS OF INTENTIONAL SYSTEMIC MINDFULNESS TO SELF-REGULATION TECHNIQUESIX CONNECTEDNESS AND INTERCONNECTEDNESSX GENERAL PRINCIPLES OF INTENTIONAL SYSTEMIC MINDFULNESS INTERVENTIONSXI FACILITATING INTENTION SYSTEMIC MINDFULNESSXII DIRECTIONS FOR FUTURE RESEARCHXIII IMPLICATIONS FOR HEALTH AND MEDICINEXIV SUMMARYACKNOWLEDGMENTS9: Communal Aspects of Self-Regulation I INTRODUCTIONII COPING AS SELF-REGULATIONIII SUMMARY AND CONCLUSIONACKNOWLEDGMENTPart II: Domain-Specific Models and Research on Self-Regulation 10: Self-Regulation in Organizational Settings: A Tale of two Paradigms I INTRODUCTIONII DEFINITIONSIII TWO PARADIGMSIV THE PARADIGMS IN INDUSTRIAL– ORGANIZATIONAL PSYCHOLOGICAL THEORIES OF SELF-REGULATIONV MERGING THE PARADIGMSVI CONCLUSION11: Self-Regulation and Health Behavior: The Health Behavior Goal Model I INTRODUCTIONII CURRENT HEALTH BEHAVIOR MODELS AND SELF-REGULATIONIII SELF-REGULATION AND THE PERSONAL GOAL STRUCTUREIV GOAL ALIGNMENT, GOAL CONFLICT, AND GOAL BALANCEV GOAL SETTING AND GOAL ORIENTATIONVI GOALS, BELIEFS, AND EMOTIONSVII THE SELF-REGULATION PROCESSVIII THE HEALTH BEHAVIOR GOAL MODELIX CONCLUSION AND DIRECTIONS FOR FUTURE RESEARCHACKNOWLEDGMENT12: Regulation, Self-Regulation, and Construction of the Self in the Maintenance of Physical Health I THE SELF-REGULATION THEMEII PROBLEM SOLVING, SELF-REGULATION, AND REGULATION OF THE SELFIII MODELING PROBLEM SOLVING, SELF-REGULATION, AND SELF-CONSTRUCTIONIV ILLNESS COGNITION AND CONTROL THEORYV COPING PROCEDURES: GENERALIZED FACTORS VERSUS IF-THEN RULES THAT INTEGRATE REPRESENTATIONS, PROCEDURES, AND APPRAISALSVI THE SELF SYSTEMVII SUMMARY AND CONCLUDING COMMENTSACKNOWLEDGMENT13: Self-Regulated Learning: Finding a Balance Between Learning Goals and Ego-Protective Goals I INTRODUCTIONII WHAT TURNS A POTENTIAL LEARNING OPPORTUNITY INTO A SITUATION THAT THE STUDENT IDENTIFIES AS SUCH?III SELF-REGULATED LEARNING ORIGINATES IN THE IDENTIFICATION, INTERPRETATION, AND APPRAISAL OF AN OPPORTUNITY TO LEARNIV GOAL SETTING: AN ESSENTIAL ASPECT OF SELF-REGULATED LEARNINGV SELF-REGULATED LEARNING IMPLIES GOAL STRIVINGVI CONCLUSIONS AND FUTURE DIRECTIONS14: The Role of Goal Orientation in Self-Regulated Learning I A GENERAL FRAMEWORK FOR SELF-REGULATED LEARNINGII GOAL ORIENTATION AND SELF-REGULATED LEARNINGIII CONCLUSIONS AND FUTURE DIRECTIONS FOR THEORY AND RESEARCHACKNOWLEDGMENTS15: Motivation and Action in Self-Regulated Learning I INTRODUCTION AND CONCEPTUAL FRAMEWORKII AN ACTION MODEL FOR THE PREDICTION OF LEARNING MOTIVATIONIII MOTIVATION, LEARNING, AND PERFORMANCEIV TWO AIMS FOR FURTHER RESEARCHACKNOWLEDGMENTS16: Measuring Self-Regulated Learning I MEASURING INTERVENES IN AN ENVIRONMENTII MEASUREMENTS OF SELF-REGULATED LEARNING REFLECT A MODEL OF SELF-REGULATED LEARNINGIII PROTOCOLS FOR MEASURING SELF-REGULATED LEARNINGIV ISSUES IN MEASURING SELF-REGULATED LEARNINGV CONCLUSIONS AND FUTURE DIRECTIONSACKNOWLEDGMENTPart III: Interventions and Applications of Self-Regulation Theory and Research 17: Self-Regulation and Distress in Clinical Psychology I INTRODUCTIONII SELF-REGULATION AND ADDICTIVE BEHAVIORSIII SELF-REGULATION AND HEALTHIV SELF-REGULATION AND SOCIAL ANXIETYV SELF-REGULATION AND DEPRESSIONVI SELF-REGULATION AND THERAPYVII SUMMARY AND CONCLUSIONSACKNOWLEDGMENT18: Self-Management of Chronic Illness I INTRODUCTIONII CHARACTERISTICS OF CHRONIC ILLNESSIII TREATMENT OF CHRONIC ILLNESSIV SELF-MANAGEMENT: SETTING THE STAGEV PROCESSES OF SELF-MANAGEMENTVI DISCUSSIONVII FUTURE DIRECTIONS AND CONCLUSIONS19: Self-Regulation and Academic Learning: Self-Efficacy Enhancing Interventions I INTRODUCTIONII THEORETICAL FRAMEWORKIII RESEARCH EVIDENCEIV INTERVENTIONS TO ENHANCE SELF-EFFICACY AND SELF-REGULATIONV FUTURE RESEARCH ON SELF-REGULATIONVI CONCLUSION20: Teacher Innovations in Self-Regulated Learning I INTRODUCTIONII OVERVIEWIII STRATEGY INSTRUCTION RESEARCH IN THE CONTENT AREASIV STRATEGY INSTRUCTION THROUGH COLLABORATIVE INNOVATIONV DEVELOPING A MODEL FOR TEACHING SELF-REGULATED LEARNING THROUGH STORYVI COLLABORATIVE RESEARCH: FUTURE POSSIBILITIESVII SUMMARY21: Self-Regulation: A Characteristic and a Goal of Mathematics Education I INTRODUCTIONII LEARNING MATHEMATICS FROM INSTRUCTION: OUTLINE OF A THEORETICAL FRAMEWORKIII STUDENTS’ FLAWS IN SELF-REGULATORY SKILLS AND BELIEFSIV FOSTERING STUDENTS’ SELF-REGULATION IN POWERFUL MATHEMATICS LEARNING ENVIRONMENTS22: Self-Regulation Interventions with a Focus on Learning Strategies I HISTORICAL OVERVIEWII LEARNING STRATEGIES CAN BE MODIFIED OR LEARNEDIII THE NATURE OF STRATEGIES AND STRATEGY INSTRUCTIONIV TYPES OF LEARNING STRATEGIES AND THEIR RELATIONSHIP TO OTHER STRATEGIC LEARNING COMPONENTSV MODEL OF STRATEGIC LEARNINGVI TYPES OF STRATEGY INSTRUCTION AND THEIR EFFECTIVENESSVII IMPORTANT COMPONENTS OF ADJUNCT COURSESVIII THE NATURE AND IMPACT OF A COURSE IN STRATEGIC LEARNING AT THE UNIVERSITY OF TEXASIX FUTURE DIRECTIONS FOR LEARNING STRATEGIES RESEARCH23: Self-Regulation: Directions and Challenges for Future Research I DEVELOPING A TRACTABLE CONCEPTUAL FOUNDATION AND CONSISTENT NOMENCLATURE OF SELF-REGULATION CONSTRUCTSII CLARIFYING SELF-REGULATION STRUCTURE AND PROCESSESIII MAPPING OUT THE NOMOLOGICAL NETWORKIV CONSTRUCTION OF MORE REFINED MODELSV REFINING MEASUREMENT OF SELF-REGULATION CONSTRUCTSVI IMPROVING RESEARCH METHODOLOGYVII EXPLORING INTERACTIONS BETWEEN ENVIRONMENT AND SELF-REGULATIONVIII ACQUISITION AND TRANSMISSION OF SELF-REGULATORY SKILLSIX EXAMINING DEVELOPMENTAL DIFFERENCES IN SELF-REGULATORY SKILLSX EXAMINING INDIVIDUAL DIFFERENCES IN SELF-REGULATORY SKILLSXI APPLICATIONSXII TRAINING AND PROMOTION OF SELF-REGULATORY CONCEPTSIndex

Monique Boekaerts is Professor of Educational Psychology at Leiden University (The Netherlands) and chairs the Research Committee of the Faculty of Social Sciences. As a principle investigator, she is supervising a national school reform program in vocational schools. Her main field of interest is self-regulated learning with a focus on motivation, volitional control, coping with stress, and soliciting social support. President-elect of the European Association of Learning and Instruction and President of the Educational and Institutional Psychology division of the International Association of Applied Psychology, she has written over 100 scientific articles and book chapters. She serves as associate editor of Learning and Instruction and as reviewer for several international and European journals. Moshe Zeidner is Professor of Educational and Social Psychology at the University of Haifa, Israel. He serves as Director of the Center for the Interdisciplinary Research on Emotions and Scientific Director of the Laboratory for Cross-Cultural Research in Personality and Individual Differences. His main field of interest is personality and individual differences research, with particular concern for anxiety, stress and coping, and the personality-intelligence interface. He is series editor for two series: Human Emotions, and Human Exceptionality. He also serves as Associate Editor of Anxiety, Stress, and Coping: An International Journal and a reviewer for a number of APA journals. He is the author of over 100 scientific papers and chapters and his recent books include: Test Anxiety: The State of the Art, (1998), Handbook of Coping, Stress, Anxiety, and Coping in Academic Settings, and, International Handbook of Personality and Intelligence.

"the definitive psychology text on willpower" --John Cloud, Time Magazine June 12 2006

• ForewordAbout the Editors1: Self-Regulation: An Introductory OverviewPart I: General Theories and Models of Self-Regulation 2: Attaining Self-Regulation: A Social Cognitive Perspective I INTRODUCTIONII THE STRUCTURE OF SELF-REGULATORY SYSTEMSIII SOCIAL AND ENVIRONMENTAL INFLUENCES ON SELF-REGULATIONIV DYSFUNCTIONS IN SELF-REGULATIONV DEVELOPMENT OF SELF-REGULATORY SKILLVI FUTURE RESEARCH DIRECTIONSVII A CONCLUDING COMMENTACKNOWLEDGMENT3: On the Structure of Behavioral Self-Regulation I BEHAVIOR IS GOAL DIRECTED AND FEEDBACK CONTROLLEDII HIERARCHICALITY AMONG GOALSIII FEEDBACK CONTROL AND CREATION OF AFFECTIV CONFIDENCE AND DOUBT, PERSISTENCE AND GIVING UPV DYNAMIC SYSTEMS AND HUMAN BEHAVIORVI CATASTROPHE THEORYVII CONCLUDING COMMENTACKNOWLEDGMENT4: Aspects of Goal Networks: Implications for Self-Regulation I A STRUCTURAL ANALYSIS OF GOAL NETWORKSII SELF-REGULATORY CONSEQUENCES OF GOAL NETWORK STRUCTUREIII INDIVIDUAL DIFFERENCES IN THE STRUCTURE OF GOALS AND MEANSIV COMPARISON TO OTHER PERSPECTIVES ON GOAL NETWORKSV FUTURE DIRECTIONS: INTERPERSONAL GOALSVI CONCLUSION5: A Functional-Design Approach to Motivation and Self-Regulation: The Dynamics of Personality Systems Interactions I INTRODUCTIONII DYNAMIC CONCEPTS IN CLASSICAL THEORIES OF MOTIVATIONIII ARISTOTLE’S DYNAMIC CONCEPTSIV PERSONALITY SYSTEMS INTERACTION THEORYV BACK TO THE FUTURE: FROM CONTENTS TO MECHANISMSVI CONCLUSIONACKNOWLEDGMENT6: Personality, Self-Regulation, and Adaptation: A Cognitive–Social Framework I FRAMEWORKS FOR PERSONALITY AND SELF-REGULATION RESEARCHII SELF-REGULATION, TRAITS, AND COGNITIVE STRESS PROCESSESIII PERSONALITY AND SELF-REGULATION OF REACTIONS TO LIFE STRESSIV PERSONALITY AND SELF-REGULATION IN PERFORMANCE ENVIRONMENTSV AGGRESSIVE BEHAVIORVI CONCLUSIONS7: Organization and Development of Self-Understanding and Self-Regulation: Toward a General Theory I INTRODUCTIONII THE ARCHITECTURE OF SELF-AWARE AND SELF-REGULATED SYSTEMSIII DEVELOPMENT OF SELF-UNDERSTANDING AND SELF-REGULATIONIV EXPLAINING THE DEVELOPMENT OF SELF-UNDERSTANDING AND SELF-REGULATIONV CONCLUSIONS8: The Role of Intention in Self-Regulation: Toward Intentional Systemic Mindfulness I SYSTEMS THEORY, SELF-REGULATION, AND MINDFULNESSII SELF-REGULATIONIII SELF-REGULATION TECHNIQUES AND POTENTIAL LIMITATIONSIV PSYCHOPHYSIOLOGICAL RESEARCH ON SELF-REGULATION — PHYSIOLOGY AND ENERGYV ELABORATION OF AN EXPANDED SELF-REGULATION MODEL: INTENTIONVI INTENTIONVII INTENTIONAL SYSTEMIC MINDFULNESS: MINDFULNESS QUALITIES AND SYSTEMIC PERSPECTIVESVIII APPLICATIONS OF INTENTIONAL SYSTEMIC MINDFULNESS TO SELF-REGULATION TECHNIQUESIX CONNECTEDNESS AND INTERCONNECTEDNESSX GENERAL PRINCIPLES OF INTENTIONAL SYSTEMIC MINDFULNESS INTERVENTIONSXI FACILITATING INTENTION SYSTEMIC MINDFULNESSXII DIRECTIONS FOR FUTURE RESEARCHXIII IMPLICATIONS FOR HEALTH AND MEDICINEXIV SUMMARYACKNOWLEDGMENTS9: Communal Aspects of Self-Regulation I INTRODUCTIONII COPING AS SELF-REGULATIONIII SUMMARY AND CONCLUSIONACKNOWLEDGMENTPart II: Domain-Specific Models and Research on Self-Regulation 10: Self-Regulation in Organizational Settings: A Tale of two Paradigms I INTRODUCTIONII DEFINITIONSIII TWO PARADIGMSIV THE PARADIGMS IN INDUSTRIAL– ORGANIZATIONAL PSYCHOLOGICAL THEORIES OF SELF-REGULATIONV MERGING THE PARADIGMSVI CONCLUSION11: Self-Regulation and Health Behavior: The Health Behavior Goal Model I INTRODUCTIONII CURRENT HEALTH BEHAVIOR MODELS AND SELF-REGULATIONIII SELF-REGULATION AND THE PERSONAL GOAL STRUCTUREIV GOAL ALIGNMENT, GOAL CONFLICT, AND GOAL BALANCEV GOAL SETTING AND GOAL ORIENTATIONVI GOALS, BELIEFS, AND EMOTIONSVII THE SELF-REGULATION PROCESSVIII THE HEALTH BEHAVIOR GOAL MODELIX CONCLUSION AND DIRECTIONS FOR FUTURE RESEARCHACKNOWLEDGMENT12: Regulation, Self-Regulation, and Construction of the Self in the Maintenance of Physical Health I THE SELF-REGULATION THEMEII PROBLEM SOLVING, SELF-REGULATION, AND REGULATION OF THE SELFIII MODELING PROBLEM SOLVING, SELF-REGULATION, AND SELF-CONSTRUCTIONIV ILLNESS COGNITION AND CONTROL THEORYV COPING PROCEDURES: GENERALIZED FACTORS VERSUS IF-THEN RULES THAT INTEGRATE REPRESENTATIONS, PROCEDURES, AND APPRAISALSVI THE SELF SYSTEMVII SUMMARY AND CONCLUDING COMMENTSACKNOWLEDGMENT13: Self-Regulated Learning: Finding a Balance Between Learning Goals and Ego-Protective Goals I INTRODUCTIONII WHAT TURNS A POTENTIAL LEARNING OPPORTUNITY INTO A SITUATION THAT THE STUDENT IDENTIFIES AS SUCH?III SELF-REGULATED LEARNING ORIGINATES IN THE IDENTIFICATION, INTERPRETATION, AND APPRAISAL OF AN OPPORTUNITY TO LEARNIV GOAL SETTING: AN ESSENTIAL ASPECT OF SELF-REGULATED LEARNINGV SELF-REGULATED LEARNING IMPLIES GOAL STRIVINGVI CONCLUSIONS AND FUTURE DIRECTIONS14: The Role of Goal Orientation in Self-Regulated Learning I A GENERAL FRAMEWORK FOR SELF-REGULATED LEARNINGII GOAL ORIENTATION AND SELF-REGULATED LEARNINGIII CONCLUSIONS AND FUTURE DIRECTIONS FOR THEORY AND RESEARCHACKNOWLEDGMENTS15: Motivation and Action in Self-Regulated Learning I INTRODUCTION AND CONCEPTUAL FRAMEWORKII AN ACTION MODEL FOR THE PREDICTION OF LEARNING MOTIVATIONIII MOTIVATION, LEARNING, AND PERFORMANCEIV TWO AIMS FOR FURTHER RESEARCHACKNOWLEDGMENTS16: Measuring Self-Regulated Learning I MEASURING INTERVENES IN AN ENVIRONMENTII MEASUREMENTS OF SELF-REGULATED LEARNING REFLECT A MODEL OF SELF-REGULATED LEARNINGIII PROTOCOLS FOR MEASURING SELF-REGULATED LEARNINGIV ISSUES IN MEASURING SELF-REGULATED LEARNINGV CONCLUSIONS AND FUTURE DIRECTIONSACKNOWLEDGMENTPart III: Interventions and Applications of Self-Regulation Theory and Research 17: Self-Regulation and Distress in Clinical Psychology I INTRODUCTIONII SELF-REGULATION AND ADDICTIVE BEHAVIORSIII SELF-REGULATION AND HEALTHIV SELF-REGULATION AND SOCIAL ANXIETYV SELF-REGULATION AND DEPRESSIONVI SELF-REGULATION AND THERAPYVII SUMMARY AND CONCLUSIONSACKNOWLEDGMENT18: Self-Management of Chronic Illness I INTRODUCTIONII CHARACTERISTICS OF CHRONIC ILLNESSIII TREATMENT OF CHRONIC ILLNESSIV SELF-MANAGEMENT: SETTING THE STAGEV PROCESSES OF SELF-MANAGEMENTVI DISCUSSIONVII FUTURE DIRECTIONS AND CONCLUSIONS19: Self-Regulation and Academic Learning: Self-Efficacy Enhancing Interventions I INTRODUCTIONII THEORETICAL FRAMEWORKIII RESEARCH EVIDENCEIV INTERVENTIONS TO ENHANCE SELF-EFFICACY AND SELF-REGULATIONV FUTURE RESEARCH ON SELF-REGULATIONVI CONCLUSION20: Teacher Innovations in Self-Regulated Learning I INTRODUCTIONII OVERVIEWIII STRATEGY INSTRUCTION RESEARCH IN THE CONTENT AREASIV STRATEGY INSTRUCTION THROUGH COLLABORATIVE INNOVATIONV DEVELOPING A MODEL FOR TEACHING SELF-REGULATED LEARNING THROUGH STORYVI COLLABORATIVE RESEARCH: FUTURE POSSIBILITIESVII SUMMARY21: Self-Regulation: A Characteristic and a Goal of Mathematics Education I INTRODUCTIONII LEARNING MATHEMATICS FROM INSTRUCTION: OUTLINE OF A THEORETICAL FRAMEWORKIII STUDENTS’ FLAWS IN SELF-REGULATORY SKILLS AND BELIEFSIV FOSTERING STUDENTS’ SELF-REGULATION IN POWERFUL MATHEMATICS LEARNING ENVIRONMENTS22: Self-Regulation Interventions with a Focus on Learning Strategies I HISTORICAL OVERVIEWII LEARNING STRATEGIES CAN BE MODIFIED OR LEARNEDIII THE NATURE OF STRATEGIES AND STRATEGY INSTRUCTIONIV TYPES OF LEARNING STRATEGIES AND THEIR RELATIONSHIP TO OTHER STRATEGIC LEARNING COMPONENTSV MODEL OF STRATEGIC LEARNINGVI TYPES OF STRATEGY INSTRUCTION AND THEIR EFFECTIVENESSVII IMPORTANT COMPONENTS OF ADJUNCT COURSESVIII THE NATURE AND IMPACT OF A COURSE IN STRATEGIC LEARNING AT THE UNIVERSITY OF TEXASIX FUTURE DIRECTIONS FOR LEARNING STRATEGIES RESEARCH23: Self-Regulation: Directions and Challenges for Future Research I DEVELOPING A TRACTABLE CONCEPTUAL FOUNDATION AND CONSISTENT NOMENCLATURE OF SELF-REGULATION CONSTRUCTSII CLARIFYING SELF-REGULATION STRUCTURE AND PROCESSESIII MAPPING OUT THE NOMOLOGICAL NETWORKIV CONSTRUCTION OF MORE REFINED MODELSV REFINING MEASUREMENT OF SELF-REGULATION CONSTRUCTSVI IMPROVING RESEARCH METHODOLOGYVII EXPLORING INTERACTIONS BETWEEN ENVIRONMENT AND SELF-REGULATIONVIII ACQUISITION AND TRANSMISSION OF SELF-REGULATORY SKILLSIX EXAMINING DEVELOPMENTAL DIFFERENCES IN SELF-REGULATORY SKILLSX EXAMINING INDIVIDUAL DIFFERENCES IN SELF-REGULATORY SKILLSXI APPLICATIONSXII TRAINING AND PROMOTION OF SELF-REGULATORY CONCEPTSIndex