Self-Regulated Learning and Academic Achievement

Theory, Research, and Practice

  • Barry J. Zimmerman
  • Dale H. Schunk

Part of the Springer Series in Cognitive Development book series (SSCOG)

Table of contents

  1. Front Matter
    Pages i-xv
  2. F. Charles Mace, Phillip J. Belfiore, Michael C. Shea
    Pages 27-50
  3. Back Matter
    Pages 201-213

About this book

Introduction

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.

Keywords

Affect Motivation environment learning research self-regulated learning student motivation

Editors and affiliations

  • Barry J. Zimmerman
    • 1
  • Dale H. Schunk
    • 2
  1. 1.Doctoral Program in Educaitonal PsychologyGraduate School and University Center of the City University of New YorkNew YorkUSA
  2. 2.School of EducationUniversity of North CarolinaUSA

Bibliographic information

  • DOI https://doi.org/10.1007/978-1-4612-3618-4
  • Copyright Information Springer-Verlag New York 1989
  • Publisher Name Springer, New York, NY
  • eBook Packages Springer Book Archive
  • Print ISBN 978-1-4612-8180-1
  • Online ISBN 978-1-4612-3618-4
  • Series Print ISSN 1431-8555
  • About this book