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Connecting Self-regulated Learning and Performance with Instruction Across High School Content Areas pp 3–23Cite as

Self-regulation in Secondary Classrooms: Theoretical and Research Applications to Learning and Performance

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Abstract

This introductory chapter introduces the purpose and distinctive features of the book. These are followed by descriptions of each chapter’s structure which includes sections written by high school teachers across multiple content areas and self-regulated analyses of the lessons written by educational psychologists. Following the structural overview, self-regulated learning theoretical frameworks by Zimmerman and Schunk, Pintrich and Zusho, and Winne and Hadwin are discussed. Brief summaries of the chapters are presented followed by a conclusion with information on how this book may be used effectively.

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Authors and Affiliations

  1. Bishop McGuinness Catholic High School, 1725 NC Highway 66 S, Kernersville, 27284, NC, USA

    Maria K. DiBenedetto

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  1. Maria K. DiBenedetto
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Correspondence to Maria K. DiBenedetto .

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Editors and Affiliations

  1. Bishop McGuinness Catholic High School, Kernersville, North Carolina, USA

    Maria K. DiBenedetto

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DiBenedetto, M.K. (2018). Self-regulation in Secondary Classrooms: Theoretical and Research Applications to Learning and Performance. In: DiBenedetto, M. (eds) Connecting Self-regulated Learning and Performance with Instruction Across High School Content Areas. Springer, Cham. https://doi.org/10.1007/978-3-319-90928-8_1

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  • DOI: https://doi.org/10.1007/978-3-319-90928-8_1

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  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-319-90926-4

  • Online ISBN: 978-3-319-90928-8

  • eBook Packages: EducationEducation (R0)

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