Handbook of Self-Regulation of Learning and Performance

Dale H. Schunk is Professor in the Department of Teacher Education and Higher Education in the School of Education at the University of North Carolina at Greensboro, USA.Jeffrey A. Greene is Associate Professor in the Learning Sciences and Psychological Studies program in the School of Education at the University of North Carolina at Chapel Hill, USA.

"This volume accomplishes its goal of integrating various aspects of self-regulated learning and performance into one book. The content helpfully presents the numerous ways in which SRL can be considered, including its processes as well as its applications within and outside the classroom, in content areas, in terms of assessment, and in considering individual differences. The book will be beneficial for students and professionals in various fields, and editors Schunk and Greene—two very well-respected educational psychology scholars—bring credibility to this important topic."—Anastasia Kitsantas, Professor of Educational Psychology in the College of Education and Human Development at George Mason University, USA"This handbook is an excellent resource for beginning and seasoned researchers studying self-regulated learning. Its major strengths include a section on the self-regulation of learning in different content areas as well as group and cultural differences in how learners approach self-regulation. The volume is well-grounded in relevant theory and empirical research."—Pavlo Antonenko, Associate Professor of Educational Technology and Director of the NeurAL Lab in the School of Teaching and Learning at the University of Florida, USA

• Contents Historical, Contemporary, and Future Perspectives on Self-Regulated Learning and PerformanceDale H. Schunk and Jeffrey A. GreeneSection I. Basic Domains of Self-Regulation of Learning and Performance Social Cognitive Theoretical Perspective of Self-RegulationEllen L. Usher and Dale H. Schunk Cognition and Metacognition Within Self-Regulated LearningPhilip H. Winne Developmental Trajectories of Skills and Abilities Relevant for Self-Regulation ofLearning and PerformanceRick H. Hoyle and Amy L. Dent Motivation and Affect in Self-Regulated Learning: Does Metacognition Play a Role?Anastasia Efklides, Bennett L. Schwartz, and Victoria Brown Self-Regulation, Co-Regulation and Shared Regulation in Collaborative Learning EnvironmentsAllyson Hadwin, Sanna Järvelä, and Mariel MillerSection II. Self-Regulation of Learning and Performance in Context Metacognitive Pedagogies in Mathematics Classrooms: From Kindergarten to College and BeyondZemira R. Mevarech, Lieven Verschaffel, and Erik De Corte Self-Regulated Learning in ReadingKeith W. Thiede and Anique B. H. de Bruin Self-Regulation and WritingSteve Graham, Karen R. Harris, Charles MacArthur, and Tanya Santangelo The Self-Regulation of Learning and Conceptual Change in Science: Research,Theory, and Educational ApplicationsGale M. Sinatra and Gita Taasoobshirazi Using Technology-Rich Environments to Foster Self-Regulated Learning in the Social StudiesEric G. Poitras and Susanne P. Lajoie Self-Regulated Learning in Music Practice and PerformanceGary E. McPherson, Peter Miksza, and Paul Evans Self-Regulation in Athletes: A Social Cognitive PerspectiveAnastasia Kitsantas, Maria Kavussanu, Deborah B. Corbatto, and Pepijn K. C. van de Pol Self-Regulation: An Integral Part of Standards-Based EducationMarie C. White and Maria K. DiBenedetto Teachers as Agents in Promoting Students’ SRL and Performance: Applicationsfor Teachers’ Dual-Role Training ProgramBracha KramarskiSection III. Technology and Self-Regulation of Learning and Performance Emerging Classroom Technology: Using Self-Regulation Principles as a Guide for Effective ImplementationDaniel C. Moos Understanding and Reasoning About Real-Time Cognitive, Affective, andMetacognitive Processes to Foster Self-Regulation With Advanced Learning TechnologiesRoger Azevedo, Michelle Taub, and Nicholas V. Mudrick The Role of Self-Regulated Learning in Digital GamesJohn L. Nietfeld Self-Regulation of Learning and Performance in Computer-Supported Collaborative Learning EnvironmentsPeter Reimann and Maria BannertSection IV. Methodology and Assessment of Self-Regulation of Learning and Performance Validity and the Use of Self-Report Questionnaires to Assess Self-Regulated LearningChristopher A. Wolters and Sungjun Won Capturing and Modeling Self-Regulated Learning Using Think-Aloud ProtocolsJeffrey A. Greene, Victor M. Deekens, Dana Z. Copeland, and Seung Yu Assessing Self-Regulated Learning Using Microanalytic MethodsTimothy J. Cleary and Gregory L. Callan Advancing Research and Practice About Self-Regulated Learning: The Promise of In-Depth Case Study MethodologiesDeborah L. Butler and Sylvie C. Cartier Examining the Cyclical, Loosely Sequenced, and Contingent Features of Self-Regulated Learning: Trace Data and Their AnalysisMatthew L. Bernacki Data Mining Methods for Assessing Self-Regulated LearningGautam Biswas, Ryan S. Baker, and Luc Paquette Section V. Individual and Group Differences in Self-Regulation of Learning and Performance26. Calibration of Performance and Academic Delay of Gratification: Individual and Group Differences in Self-Regulation of LearningPeggy P. Chen and Héfer Bembenutty27. Academic Help Seeking as a Self-Regulated Learning Strategy: Current Issues, Future DirectionsStuart A. Karabenick and Eleftheria N. Gonida28. The Three Faces of Epistemic Thinking in Self-Regulated LearningKrista R. Muis and Cara Singh29. Advances in Understanding Young Children’s Self-Regulation of LearningNancy E. Perry, Lynda R. Hutchinson, Nikki Yee, and Elina Määttä30. Self-Regulation: Implications for Individuals With Special NeedsLinda H. Mason and Robert Reid31. Culture and Self-Regulation in Educational ContextsDennis M. McInerney and Ronnel B. King