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Self-Regulated Learning and Academic Achievement - Theoretical Perspectives (Hardcover, 2nd New edition): Barry J. Zimmerman,... Self-Regulated Learning and Academic Achievement - Theoretical Perspectives (Hardcover, 2nd New edition)
Barry J. Zimmerman, Dale H. Schunk
R2,240 Discovery Miles 22 400 Shipped within 7 - 12 working days

This volume brings together internationally known researchers representing different theoretical perspectives on students' self-regulation of learning. Diverse theories on how students become self-regulated learners are compared in terms of their conceptual origins, scientific form, research productivity, and pedagogical effectiveness. This is the only comprehensive comparison of diverse classical theories of self-regulated learning in print.
The first edition of this text, published in 1989, presented descriptions of such differing perspectives as operant, phenomenological, social learning, volitional, Vygotskian, and constructivist theories. In this new edition, the same prominent editors and authors reassess these classic models in light of a decade of very productive research. In addition, an information processing perspective is included, reflecting its growing prominence.
Self-regulation models have proven especially appealing to teachers, coaches, and tutors looking for specific recommendations regarding "how" students activate, alter, and sustain their learning practices. Techniques for enhancing these processes have been studied with considerable success in tutoring sessions, computer learning programs, coaching sessions, and self-directed practice sessions. The results of these applications are discussed in this new edition.
The introductory chapter presents a historical overview of research and a theoretical framework for comparing and contrasting the theories described in the following chapters, all of which follow a common organizational format. This parallel format enables the book to function like an authored textbook rather than a typical edited volume. The final chapter offers an historical assessment of changes in theory and trends for future research.
This volume is especially relevant for students and professionals in educational psychology, school psychology, guidance and counseling, developmental psychology, child and family development, as well as for students in general teacher education.

Handbook of Self-Regulation of Learning and Performance (Paperback, 2nd New edition): Dale H. Schunk, Jeffrey A. Greene Handbook of Self-Regulation of Learning and Performance (Paperback, 2nd New edition)
Dale H. Schunk, Jeffrey A. Greene
R2,265 Discovery Miles 22 650 Shipped within 7 - 11 working days

The second edition of the popular Handbook of Self-Regulation of Learning and Performance responds to and incorporates the wealth of new research that the first edition inspired on the subject. At the same time, it advances meaningful perspectives on the scholarship and history that originally shaped the field. Divided into five major sections-basic domains, context, technology, methodology and assessment, and individual and group differences-this thoroughly updated handbook addresses recent theoretical refinements and advances in instruction and intervention that have changed approaches to developing learners' capabilities to self-regulate in educational settings. Chapters written by leading experts in the field include discussions of methodological advances and expansions into new technologies and the role of learner differences in such areas as contexts and cultures. As a comprehensive guide to a rapidly evolving and increasingly influential subject area, this volume represents contemporary and future thinking in self-regulation theory, research, and applications. 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. Global - A significant number of international contributors are included to reflect the increasingly international research on self-regulation. 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 who are highly regarded experts on their particular topics and are active contributors to the field.

Motivation and Self-Regulated Learning - Theory, Research, and Applications (Paperback): Dale H. Schunk, Barry J. Zimmerman Motivation and Self-Regulated Learning - Theory, Research, and Applications (Paperback)
Dale H. Schunk, Barry J. Zimmerman
R1,114 Discovery Miles 11 140 Shipped within 7 - 11 working days

This volume focuses on the role of motivational processes a " such as goals, attributions, self-efficacy, outcome expectations, self-concept, self-esteem, social comparisons, emotions, values, and self-evaluationsa " in self-regulated learning. It provides theoretical and empirical evidence demonstrating the role of motivation in self-regulated learning, and discusses detailed applications of the principles of motivation and self-regulation in educational contexts. Each chapter includes a description of the motivational variables, the theoretical rationale for their importance, research evidence to support their role in self-regulation, suggestions for ways to incorporate motivational variables into learning contexts to foster self-regulatory skill development, and achievement outcomes.

Self-Regulated Learning - From Teaching To Self-Reflective Practice (Hardcover): Dale H. Schunk, Barry J. Zimmerman Self-Regulated Learning - From Teaching To Self-Reflective Practice (Hardcover)
Dale H. Schunk, Barry J. Zimmerman
R1,141 Discovery Miles 11 410 Shipped within 7 - 11 working days

Academic self-regulation, the process through which individuals become proactive seekers, generators, and processors of information, is widely acknowledged as the means by which students transform their mental abilities into academic skills. Self-regulated students stand out from their classmates by the goals they set for themselves, the accuracy of their behavioral self-monitoring, and the resourcefulness of their strategic thinking. This highly practical text brings together leading educators and practitioners to illuminate how self-regulatory skills can effectively be taught to elementary through college-age students in the classroom and other learning settings. Chapters present a range of interventions integrating self-regulation instruction into the regular curriculum, describing each project in depth and evaluating how well it helped students acquire self-regulation principles, apply them to enhance learning, and maintain them over time.

Handbook of Self-Regulation of Learning and Performance (Hardcover, 2nd New edition): Dale H. Schunk, Jeffrey A. Greene Handbook of Self-Regulation of Learning and Performance (Hardcover, 2nd New edition)
Dale H. Schunk, Jeffrey A. Greene
R5,334 Discovery Miles 53 340 Out of stock

The second edition of the popular Handbook of Self-Regulation of Learning and Performance responds to and incorporates the wealth of new research that the first edition inspired on the subject. At the same time, it advances meaningful perspectives on the scholarship and history that originally shaped the field. Divided into five major sections-basic domains, context, technology, methodology and assessment, and individual and group differences-this thoroughly updated handbook addresses recent theoretical refinements and advances in instruction and intervention that have changed approaches to developing learners' capabilities to self-regulate in educational settings. Chapters written by leading experts in the field include discussions of methodological advances and expansions into new technologies and the role of learner differences in such areas as contexts and cultures. As a comprehensive guide to a rapidly evolving and increasingly influential subject area, this volume represents contemporary and future thinking in self-regulation theory, research, and applications. 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. Global - A significant number of international contributors are included to reflect the increasingly international research on self-regulation. 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 who are highly regarded experts on their particular topics and are active contributors to the field.

Self-Regulated Learning and Academic Achievement - Theoretical Perspectives (Paperback, 2nd New edition): Barry J. Zimmerman,... Self-Regulated Learning and Academic Achievement - Theoretical Perspectives (Paperback, 2nd New edition)
Barry J. Zimmerman, Dale H. Schunk
R991 Discovery Miles 9 910 Out of stock

This volume brings together internationally known researchers representing different theoretical perspectives on students' self-regulation of learning. Diverse theories on how students become self-regulated learners are compared in terms of their conceptual origins, scientific form, research productivity, and pedagogical effectiveness. This is the only comprehensive comparison of diverse classical theories of self-regulated learning in print.
The first edition of this text, published in 1989, presented descriptions of such differing perspectives as operant, phenomenological, social learning, volitional, Vygotskian, and constructivist theories. In this new edition, the same prominent editors and authors reassess these classic models in light of a decade of very productive research. In addition, an information processing perspective is included, reflecting its growing prominence.
Self-regulation models have proven especially appealing to teachers, coaches, and tutors looking for specific recommendations regarding "how" students activate, alter, and sustain their learning practices. Techniques for enhancing these processes have been studied with considerable success in tutoring sessions, computer learning programs, coaching sessions, and self-directed practice sessions. The results of these applications are discussed in this new edition.
The introductory chapter presents a historical overview of research and a theoretical framework for comparing and contrasting the theories described in the following chapters, all of which follow a common organizational format. This parallel format enables the book to function like an authored textbook rather than a typical edited volume. The final chapter offers an historical assessment of changes in theory and trends for future research.
This volume is especially relevant for students and professionals in educational psychology, school psychology, guidance and counseling, developmental psychology, child and family development, as well as for students in general teacher education.

Educational Psychology - A Century of Contributions: A Project of Division 15 (educational Psychology) of the American... Educational Psychology - A Century of Contributions: A Project of Division 15 (educational Psychology) of the American Psychological Society (Hardcover)
Barry J. Zimmerman, Dale H. Schunk
R2,913 Discovery Miles 29 130 Out of stock

"Educational Psychology: A Century of Contributions"--the first comprehensive book-length treatment of this topic--looks at the historic contributions of 16 leading psychologists, as well as others, who influenced the field of educational psychology from its philosophical moorings in the late 19th century to its current scientific status at the dawn of the 21st. It presents information regarding these individuals' ideas and scientific discoveries, along with a sense of the historical context in which they lived.
The book is divided into three sections that correspond to three eras in the history of the discipline:
*the founding period (1880s to 1920);
*the rise to prominence period (1920 to1960); and
*the modern period (1960 to the present).
Each section begins with an overview chapter describing the period in terms of key social, political, and historical events affecting educational theory, research, and practice. In addition, the overview chapters discuss major theoretical, methodological, and instructional contributions of the period and how they changed the course of educational psychology.
The biographical chapters describe the scholar's major contribution in terms of theory, research, and practice and his or her legacy and impact. These descriptions portray these individuals as real human beings responding to historical events and social influences of their time in personal and collective ways that changed the nature and direction of the field.
"Educational Psychology: A Century of Contributions" is a cohesive collection appropriate for graduate and advanced undergraduate students in educational psychology.

Educational Psychology - A Century of Contributions: A Project of Division 15 (educational Psychology) of the American... Educational Psychology - A Century of Contributions: A Project of Division 15 (educational Psychology) of the American Psychological Society (Paperback)
Barry J. Zimmerman, Dale H. Schunk
R1,464 Discovery Miles 14 640 Out of stock

"Educational Psychology: A Century of Contributions"--the first comprehensive book-length treatment of this topic--looks at the historic contributions of 16 leading psychologists, as well as others, who influenced the field of educational psychology from its philosophical moorings in the late 19th century to its current scientific status at the dawn of the 21st. It presents information regarding these individuals' ideas and scientific discoveries, along with a sense of the historical context in which they lived.
The book is divided into three sections that correspond to three eras in the history of the discipline:
*the founding period (1880s to 1920);
*the rise to prominence period (1920 to1960); and
*the modern period (1960 to the present).
Each section begins with an overview chapter describing the period in terms of key social, political, and historical events affecting educational theory, research, and practice. In addition, the overview chapters discuss major theoretical, methodological, and instructional contributions of the period and how they changed the course of educational psychology.
The biographical chapters describe the scholar's major contribution in terms of theory, research, and practice and his or her legacy and impact. These descriptions portray these individuals as real human beings responding to historical events and social influences of their time in personal and collective ways that changed the nature and direction of the field.
"Educational Psychology: A Century of Contributions" is a cohesive collection appropriate for graduate and advanced undergraduate students in educational psychology.

Motivation and Self-Regulated Learning - Theory, Research, and Applications (Hardcover): Dale H. Schunk, Barry J. Zimmerman Motivation and Self-Regulated Learning - Theory, Research, and Applications (Hardcover)
Dale H. Schunk, Barry J. Zimmerman
R3,235 Discovery Miles 32 350 Out of stock

This volume focuses on the role of motivational processes a " such as goals, attributions, self-efficacy, outcome expectations, self-concept, self-esteem, social comparisons, emotions, values, and self-evaluationsa " in self-regulated learning. It provides theoretical and empirical evidence demonstrating the role of motivation in self-regulated learning, and discusses detailed applications of the principles of motivation and self-regulation in educational contexts. Each chapter includes a description of the motivational variables, the theoretical rationale for their importance, research evidence to support their role in self-regulation, suggestions for ways to incorporate motivational variables into learning contexts to foster self-regulatory skill development, and achievement outcomes.

Student Perceptions in the Classroom (Hardcover): Dale H. Schunk, Judith L. Meece Student Perceptions in the Classroom (Hardcover)
Dale H. Schunk, Judith L. Meece
R2,304 Discovery Miles 23 040 Out of stock

This book's two primary objectives are to present theory and research on the role of learners' achievement-related perceptions in educational contexts and to discuss the implications of this research for educational practices. Although contributors share the view that students' perceptions exert important effects in achievement settings, they differ in diverse ways including their theoretical orientation, their choice of research methodology, the perceptions they believe are of primary importance, and the antecedents and consequences of these perceptions. They discuss the current status of their ideas and provide a forward look at research and practice.

Student Perceptions in the Classroom (Paperback): Dale H. Schunk, Judith L. Meece Student Perceptions in the Classroom (Paperback)
Dale H. Schunk, Judith L. Meece
R1,456 Discovery Miles 14 560 Out of stock

This book's two primary objectives are to present theory and research on the role of learners' achievement-related perceptions in educational contexts and to discuss the implications of this research for educational practices. Although contributors share the view that students' perceptions exert important effects in achievement settings, they differ in diverse ways including their theoretical orientation, their choice of research methodology, the perceptions they believe are of primary importance, and the antecedents and consequences of these perceptions. They discuss the current status of their ideas and provide a forward look at research and practice.

Self-regulation of Learning and Performance - Issues and Educational Applications (Paperback): Dale H. Schunk, Barry J.... Self-regulation of Learning and Performance - Issues and Educational Applications (Paperback)
Dale H. Schunk, Barry J. Zimmerman
R1,460 Discovery Miles 14 600 Out of stock

In recent years, educators have become increasingly concerned with students' attempts to manage their own learning and achievement efforts through activities that influence the instigation, direction and persistence of those efforts. In 1989, Zimmerman and Schunk edited the first book devoted to this topic. They assembled key theorists offering a range of perspectives on how students self-regulate their academic functioning. One purpose of that volume was to provide theoretical direction to ongoing as well as nascent efforts to explore academic self-regulatory processes. Since that date, there has been an exponential surge in research. This second volume on academic self-regulation offers the fruits of the first generation of research. It also addresses a number of key issues that have arisen since then such as how self-regulation differs from such related constructs as motivation and metacognition, and whether students can be taught self-regulatory skills. The contributors reveal an interesting, uplifting, and at times, disturbing picture of how students grapple with the day-to-day problems of achieving in circumstances with inherent limitations and obstacles. This volume provides insight into the source of students' capabilities to surmount adversities -- the origins of their self-initiated processes designed to improve learning, motivation, and achievement.
The text is organized on the basis of a conceptual framework that analyzes academic self-regulation into four major dimensions. That model is presented in the first chapter, and key processes that influence each of these dimensions are discussed by prominent researchers in the chapters that follow. Because each chapter is written to follow a common format, this work provides a level of continuity and parsimony normally found only in authored textbooks.

Self-Regulated Learning and Academic Achievement - Theory, Research, and Practice (Paperback, Softcover reprint of the original... Self-Regulated Learning and Academic Achievement - Theory, Research, and Practice (Paperback, Softcover reprint of the original 1st ed. 1989)
Barry J. Zimmerman, Dale H. Schunk
R2,206 R2,095 Discovery Miles 20 950 Save R111 (5%) Out of stock

Self-regulated learning is a new approach to studying student academic achievement. In contrast to previous ability or environmental formulations that address the "why" of achievement, self-regulation models focus on "how" students activate, alter, and sustain their learning practices using a variety of self-related processes. This book brings together a number of internationally known researchers representing different theoretical perspectives on students' self-regulated learning. In each chapter, the authors first describe a particular view of self-regulated learning to show how key subprocesses are defined and measured. Second, evidence that these key subprocesses affect student motivation and achievement is reviewed. Third, the authors describe and discuss how student self-regulated learning can be developed or taught based on their theoretical perspective. This book focuses on the influences of student self-regulated learning practices on academic achievement and motivation.

Learning Theories - An Educational Perspective (Paperback, 8th edition): Dale H. Schunk Learning Theories - An Educational Perspective (Paperback, 8th edition)
Dale H. Schunk
R1,584 Discovery Miles 15 840 Out of stock

A comprehensive look at the key theoretical principles, concepts, and research findings about learning, with special attention paid to how these concepts and principles can be applied in today's classrooms. This widely used and respected resource introduces readers to the key theoretical principles, concepts, and research findings about learning and helps them see how to apply that theory and research as educators. Learning Theories begins with a discussion of the relationship between learning theory and instruction. It then looks at the neuroscience of learning. Six chapters cover the major theories of learning -- behaviorism, social cognitive theory, information processing theory, cognitive learning processes, and constructivism. The following three chapters cover key topics related to learning -- motivation, self-regulated learning, and contextual influences. And the final chapter, Next Steps, helps students consolidate their views about learning. The 8th Edition has been significantly updated with a number of new features and the most current thinking and research.

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