Overview

This volume focuses on the role of motivational processes – such as goals, attributions, self-efficacy, outcome expectations, self-concept, self-esteem, social comparisons, emotions, values, and self-evaluations– 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.

Full Product Details

Author:   Dale H. Schunk ,  Barry J. Zimmerman (City University of New York)
Publisher:   Taylor & Francis Inc
Imprint:   Routledge
Dimensions:   Width: 15.20cm , Height: 2.20cm , Length: 22.90cm
Weight:   0.790kg
ISBN:  

9780805858983

ISBN 10:   0805858989
Pages:   428
Publication Date:   11 October 2007
Audience:   College/higher education ,  Postgraduate, Research & Scholarly
Format:   Paperback
Publisher's Status:   Active
Availability:   In Print  
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Table of Contents

Chapter 1 Motivation, Barry J. Zimmerman, Dale H. Schunk; Chapter 2 Self-Theories Motivate Self-Regulated Learning, Carol S. Dweck, Allison Master; Chapter 3 Self-Regulation of Achievement Goal Pursuit, James W. Fryer, Andrew J. Elliot; Chapter 4 Interest and Self-Regulation, Suzanne Hidi, Mary Ainley; Chapter 5 Motivational Role of Self-Efficacy Beliefs in Self-Regulated Learning, Frank Pajares; Chapter 6 Promoting Self-Regulated Learning, Lens Willy, Vansteenkiste Maarten; Chapter 7 The Role of Achievement Values in the Regulation of Achievement Behaviors*Much of the research on children’s achievement values discussed in this chapter was supported by grant HD-17553 from the National Institute of Child Health and Human Development (NICHD). Other research discussed in this chapter was supported by grant MH-31724 from the National Institute for Mental Health, HD-17296 from NICHD, grant BNS-8510504 from the National Science Foundation, and grants from the Spencer Foundation., Allan Wigfield, Laurel W. Hoa, Susan Lutz Klauda; Chapter 8 Work Habits and Self-Regulated Learning, Lyn Corno; Chapter 9 Understanding and Promoting Autonomous Self-Regulation, Johnmarshall Reeve, Richard Ryan, Edward L. Deci, Hyungshim Jang; Chapter 10 Attributions as Motivators of Self-Regulated Learning, Dale H. Schunk; Goal Setting, Barry J. Zimmerman; Chapter 12 The Weave of Motivation and Self-Regulated Learning, Philip H. Winne, Allyson F. Hadwin; Chapter 13 The Motivational Role of Adaptive Help Seeking in Self-Regulated Learning, Richard S. Newman; Chapter 14 Gender, Self-Regulation, and Motivation, Judith L. Meece, Jason Painter; Chapter 15 The Motivational Roles of Cultural Differences and Cultural Identity in Self-Regulated Learning, Dennis M. McInerney;

Reviews

[This book] gives a comprehensive, scholarly view of the complexities of motivation and self-regulated learning. The contributors to the book are nationally known researchers. The book provides a solid, well-researched foundation upon which the practitioner can create an environment or a curriculum that supports self-regulated learning and enhances student motivation. --Nancy Collins, The Journal of Higher Education July/August 2009, 80:4

"""[This book] gives a comprehensive, scholarly view of the complexities of motivation and self-regulated learning. The contributors to the book are nationally known researchers. The book provides a solid, well-researched foundation upon which the practitioner can create an environment or a curriculum that supports self-regulated learning and enhances student motivation.""--Nancy Collins, The Journal of Higher Education July/August 2009, 80:4"

Author Information

Dale H. Schunk

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