Abstract
This chapter attempts to characterize the role of volition in self-regulated learning (SRL). Most conceptions of SRL include aspects of volition and may even be based in part on volitional data, but the construct of volition generally remains implicit or at most peripheral in operational definitions of SRL. Modern theories of volition are mentioned, if at all, in passing. As theory and research advance, however, the volitional aspects of SRL demand clarification, and contemporary researchers will benefit from an understanding of this relatively unfamiliar body of work. Educational psychologists need also to envision points of connection between volition theory and classroom educational practice. This chapter seeks to accomplish these objectives.
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Corno, L. (1989). Self-Regulated Learning: A Volitional Analysis. In: Zimmerman, B.J., Schunk, D.H. (eds) Self-Regulated Learning and Academic Achievement. Springer Series in Cognitive Development. Springer, New York, NY. https://doi.org/10.1007/978-1-4612-3618-4_5
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