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The second edition of the popular Handbook of Self-Regulation of Learning and Performance responds to and incorporates the wealth of new research that the first edition inspired on the subject. At the same time, it advances meaningful perspectives on the scholarship and history that originally shaped the field. Divided into five major sections-basic domains, context, technology, methodology and assessment, and individual and group differences-this thoroughly updated handbook addresses recent theoretical refinements and advances in instruction and intervention that have changed approaches to developing learners' capabilities to self-regulate in educational settings. Chapters written by leading experts in the field include discussions of methodological advances and expansions into new technologies and the role of learner differences in such areas as contexts and cultures. As a comprehensive guide to a rapidly evolving and increasingly influential subject area, this volume represents contemporary and future thinking in self-regulation theory, research, and applications.
Chapter Structure - To ensure uniformity and coherence across chapters, each chapter author addresses the theoretical ideas underlying their topic, research evidence bearing on these ideas, future research directions, and implications for educational practice.
Global - A significant number of international contributors are included to reflect the increasingly international research on self-regulation.
Readable - In order to make the book accessible to students, chapters have been carefully edited for clarity, conciseness, and organizational consistency.
Expertise - All chapters are written by leading researchers who are highly regarded experts on their particular topics and are active contributors to the field.
Chapter Structure - To ensure uniformity and coherence across chapters, each chapter author addresses the theoretical ideas underlying their topic, research evidence bearing on these ideas, future research directions, and implications for educational practice.
Global - A significant number of international contributors are included to reflect the increasingly international research on self-regulation.
Readable - In order to make the book accessible to students, chapters have been carefully edited for clarity, conciseness, and organizational consistency.
Expertise - All chapters are written by leading researchers who are highly regarded experts on their particular topics and are active contributors to the field.
"This volume accomplishes its goal of integrating various aspects of self-regulated learning and performance into one book. The content helpfully presents the numerous ways in which SRL can be considered, including its processes as well as its applications within and outside the classroom, in content areas, in terms of assessment, and in considering individual differences. The book will be beneficial for students and professionals in various fields, and editors Schunk and Greene-two very well-respected educational psychology scholars-bring credibility to this important topic."
-Anastasia Kitsantas, Professor of Educational Psychology in the College of Education and Human Development at George Mason University, USA
"This handbook is an excellent resource for beginning and seasoned researchers studying self-regulated learning. Its major strengths include a section on the self-regulation of learning in different content areas as well as group and cultural differences in how learners approach self-regulation. The volume is well-grounded in relevant theory and empirical research."
-Pavlo Antonenko, Associate Professor of Educational Technology and Director of the NeurAL Lab in the School of Teaching and Learning at the University of Florida, USA
-Anastasia Kitsantas, Professor of Educational Psychology in the College of Education and Human Development at George Mason University, USA
"This handbook is an excellent resource for beginning and seasoned researchers studying self-regulated learning. Its major strengths include a section on the self-regulation of learning in different content areas as well as group and cultural differences in how learners approach self-regulation. The volume is well-grounded in relevant theory and empirical research."
-Pavlo Antonenko, Associate Professor of Educational Technology and Director of the NeurAL Lab in the School of Teaching and Learning at the University of Florida, USA