Handbook of Self-Regulation of Learning and Performance

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.

1. Introduction, Barry Zimmerman, Dale H. Schunk


Part I. Basic Domains of Self-Regulation of Learning and Performance


2. Cognitive and Metacognitive Factors in Self-Regulated Learning, Philip H. Winne


3. Development of Self-Regulatory Processes, Allan Wigfield, Susan L. Klauda, Jenna Cambria


4. Motivational sources and outcomes of self-regulated learning and performance, Barry J. Zimmerman


5. Self-regulated, co-regulated, and socially shared regulation of learning, Allyson Hadwin, Sanna Jarvela, Mariel Miller


Part II. Instructional Issues in Self-Regulation of Learning and Performance


6. Self-regulatory training though homework completion for elementary school pupils, Heidrun Stoeger, Albert Ziegler


7. Use of Hypermedia to Convey and Assess Self-Regulated Learning, Roger Azevedo,　Amy Johnson, Amber Chauncey, Arthur Graesser


8. Supporting Self-regulated Learning in Classrooms, Nancy E. Perry, Ahmed Rahim


9. Facilitating self-regulatory learning using mentoring approaches with doctoral students, Carol A. Mullen


Part III. Self-Regulation of Learning in Specific Content Areas


10. Self-regulation of mathematical knowledge and skills, Erik De Corte, Lucia Mason, Lieven Verschaffel, Fien Depaepe


11. Self-Regulatory Processes and Reading, Stephen A. Tonks, Ana Taboada


12. Self-Regulated Learning Processes and Children’s Writing, Karen Harris, Steve Graham, Charles A. McArthur, Robert Reid, Linda H. Mason


13. Intentional Conceptual Change: The Self-Regulation of Science Learning, Gale M. Sinatra, Gita Taasoobshirazi


14. Acquisition of Sport Knowledge and Skill, Anastasia Kitsantas, Maria Kavussanu


15. Self-regulation and mastery of musical skills, Gary E. McPherson, James M. Renwick


Part IV. Methodological Issues in Assessing Self-Regulation of Learning


16. Assessing self-regulated learning using diary measures with university students, Bernhard Schmitz, Julia Klug, & Michaela Schmidt　


17. Help Seeking: Issues in Methodology and Measurement, Stuart A. Karabenick


18. Assessing Self-Efficacy for Self-Regulated Learning, Dale H. Schunk & Ellen L. Usher


19. Assessing self-motivational strategies in self-regulated learning, Christopher A. Wolters, Maria B. Benzon, Christina Arroyo-Giner


20. Assessing self-regulated learning using think-aloud methods, Jeffrey Alan Greene, Jane Robertson, Lara-Jeane C. Costa


21. Shifting towards self-regulation microanalytic assessment: Historical overview, essential features, and implications for research and practice, Timothy Cleary


22. Investigating self-regulated learning using in-depth case studies, Deborah L. Butler


23. Studying Self-Regulation as Work Habits, Lyn Corno


24. Assessing students’ acquisition of self-regulated learning skills using meta-analysis, Charlotte Dignath van Ewijk


Part V. Individual and Group Differences in Self-Regulation of Learning


25. The interplay of academic domains and self-regulated learning, Patricia A. Alexander, Daniel Dinsmore, Meghan Parkinson, Fielding I. Winters


26. Emotions, Emotion Regulation, and Self-Regulation of Learning, Monique Boekaerts


27. The Role of Gender in the Self-Regulation of Learning and Performance, Kay Bussey


28. Cultural Influences on Self Regulation, Dennis M. McInerney