Handbook of Self-Regulation, 1st Edition

 
Handbook of Self-Regulation, 1st Edition,Monique Boekaerts,Paul R Pintrich,Moshe Zeidner,ISBN9780123695192
 
 
 

Boekaerts   &   Pintrich   &   Zeidner   

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9780123695192

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Monique Boekaerts

Monique Boekaerts is Professor of Educational Psychology at Leiden University (The Netherlands) and chairs the Research Committee of the Faculty of Social Sciences. As a principle investigator, she is supervising a national school reform program in vocational schools. Her main field of interest is self-regulated learning with a focus on motivation, volitional control, coping with stress, and soliciting social support. President-elect of the European Association of Learning and Instruction and President of the Educational and Institutional Psychology division of the International Association of Applied Psychology, she has written over 100 scientific articles and book chapters. She serves as associate editor of Learning and Instruction and as reviewer for several international and European journals.

Affiliations and Expertise

Leiden University, Leiden, The Netherlands

Paul R Pintrich

Affiliations and Expertise

The University of Michigan

Moshe Zeidner

Moshe Zeidner is Professor of Educational and Social Psychology at the University of Haifa, Israel. He serves as Director of the Center for the Interdisciplinary Research on Emotions and Scientific Director of the Laboratory for Cross-Cultural Research in Personality and Individual Differences. His main field of interest is personality and individual differences research, with particular concern for anxiety, stress and coping, and the personality-intelligence interface. He is series editor for two series: Human Emotions, and Human Exceptionality. He also serves as Associate Editor of Anxiety, Stress, and Coping: An International Journal and a reviewer for a number of APA journals. He is the author of over 100 scientific papers and chapters and his recent books include: Test Anxiety: The State of the Art, (1998), Handbook of Coping, Stress, Anxiety, and Coping in Academic Settings, and, International Handbook of Personality and Intelligence.

Affiliations and Expertise

University of Haifa, Mt. Carmel, Israel

Handbook of Self-Regulation, 1st Edition

  • Foreword
  • About the Editors
  • 1: Self-Regulation: An Introductory Overview
  • Part I: General Theories and Models of Self-Regulation
    • 2: Attaining Self-Regulation: A Social Cognitive Perspective
      • I INTRODUCTION
      • II THE STRUCTURE OF SELF-REGULATORY SYSTEMS
      • III SOCIAL AND ENVIRONMENTAL INFLUENCES ON SELF-REGULATION
      • IV DYSFUNCTIONS IN SELF-REGULATION
      • V DEVELOPMENT OF SELF-REGULATORY SKILL
      • VI FUTURE RESEARCH DIRECTIONS
      • VII A CONCLUDING COMMENT
      • ACKNOWLEDGMENT
    • 3: On the Structure of Behavioral Self-Regulation
      • I BEHAVIOR IS GOAL DIRECTED AND FEEDBACK CONTROLLED
      • II HIERARCHICALITY AMONG GOALS
      • III FEEDBACK CONTROL AND CREATION OF AFFECT
      • IV CONFIDENCE AND DOUBT, PERSISTENCE AND GIVING UP
      • V DYNAMIC SYSTEMS AND HUMAN BEHAVIOR
      • VI CATASTROPHE THEORY
      • VII CONCLUDING COMMENT
      • ACKNOWLEDGMENT
    • 4: Aspects of Goal Networks: Implications for Self-Regulation
      • I A STRUCTURAL ANALYSIS OF GOAL NETWORKS
      • II SELF-REGULATORY CONSEQUENCES OF GOAL NETWORK STRUCTURE
      • III INDIVIDUAL DIFFERENCES IN THE STRUCTURE OF GOALS AND MEANS
      • IV COMPARISON TO OTHER PERSPECTIVES ON GOAL NETWORKS
      • V FUTURE DIRECTIONS: INTERPERSONAL GOALS
      • VI CONCLUSION
    • 5: A Functional-Design Approach to Motivation and Self-Regulation: The Dynamics of Personality Systems Interactions
      • I INTRODUCTION
      • II DYNAMIC CONCEPTS IN CLASSICAL THEORIES OF MOTIVATION
      • III ARISTOTLE’S DYNAMIC CONCEPTS
      • IV PERSONALITY SYSTEMS INTERACTION THEORY
      • V BACK TO THE FUTURE: FROM CONTENTS TO MECHANISMS
      • VI CONCLUSION
      • ACKNOWLEDGMENT
    • 6: Personality, Self-Regulation, and Adaptation: A Cognitive–Social Framework
      • I FRAMEWORKS FOR PERSONALITY AND SELF-REGULATION RESEARCH
      • II SELF-REGULATION, TRAITS, AND COGNITIVE STRESS PROCESSES
      • III PERSONALITY AND SELF-REGULATION OF REACTIONS TO LIFE STRESS
      • IV PERSONALITY AND SELF-REGULATION IN PERFORMANCE ENVIRONMENTS
      • V AGGRESSIVE BEHAVIOR
      • VI CONCLUSIONS
    • 7: Organization and Development of Self-Understanding and Self-Regulation: Toward a General Theory
      • I INTRODUCTION
      • II THE ARCHITECTURE OF SELF-AWARE AND SELF-REGULATED SYSTEMS
      • III DEVELOPMENT OF SELF-UNDERSTANDING AND SELF-REGULATION
      • IV EXPLAINING THE DEVELOPMENT OF SELF-UNDERSTANDING AND SELF-REGULATION
      • V CONCLUSIONS
    • 8: The Role of Intention in Self-Regulation: Toward Intentional Systemic Mindfulness
      • I SYSTEMS THEORY, SELF-REGULATION, AND MINDFULNESS
      • II SELF-REGULATION
      • III SELF-REGULATION TECHNIQUES AND POTENTIAL LIMITATIONS
      • IV PSYCHOPHYSIOLOGICAL RESEARCH ON SELF-REGULATION — PHYSIOLOGY AND ENERGY
      • V ELABORATION OF AN EXPANDED SELF-REGULATION MODEL: INTENTION
      • VI INTENTION
      • VII INTENTIONAL SYSTEMIC MINDFULNESS: MINDFULNESS QUALITIES AND SYSTEMIC PERSPECTIVES
      • VIII APPLICATIONS OF INTENTIONAL SYSTEMIC MINDFULNESS TO SELF-REGULATION TECHNIQUES
      • IX CONNECTEDNESS AND INTERCONNECTEDNESS
      • X GENERAL PRINCIPLES OF INTENTIONAL SYSTEMIC MINDFULNESS INTERVENTIONS
      • XI FACILITATING INTENTION SYSTEMIC MINDFULNESS
      • XII DIRECTIONS FOR FUTURE RESEARCH
      • XIII IMPLICATIONS FOR HEALTH AND MEDICINE
      • XIV SUMMARY
      • ACKNOWLEDGMENTS
    • 9: Communal Aspects of Self-Regulation
      • I INTRODUCTION
      • II COPING AS SELF-REGULATION
      • III SUMMARY AND CONCLUSION
      • ACKNOWLEDGMENT
  • Part II: Domain-Specific Models and Research on Self-Regulation
    • 10: Self-Regulation in Organizational Settings: A Tale of two Paradigms
      • I INTRODUCTION
      • II DEFINITIONS
      • III TWO PARADIGMS
      • IV THE PARADIGMS IN INDUSTRIAL– ORGANIZATIONAL PSYCHOLOGICAL THEORIES OF SELF-REGULATION
      • V MERGING THE PARADIGMS
      • VI CONCLUSION
    • 11: Self-Regulation and Health Behavior: The Health Behavior Goal Model
      • I INTRODUCTION
      • II CURRENT HEALTH BEHAVIOR MODELS AND SELF-REGULATION
      • III SELF-REGULATION AND THE PERSONAL GOAL STRUCTURE
      • IV GOAL ALIGNMENT, GOAL CONFLICT, AND GOAL BALANCE
      • V GOAL SETTING AND GOAL ORIENTATION
      • VI GOALS, BELIEFS, AND EMOTIONS
      • VII THE SELF-REGULATION PROCESS
      • VIII THE HEALTH BEHAVIOR GOAL MODEL
      • IX CONCLUSION AND DIRECTIONS FOR FUTURE RESEARCH
      • ACKNOWLEDGMENT
    • 12: Regulation, Self-Regulation, and Construction of the Self in the Maintenance of Physical Health
      • I THE SELF-REGULATION THEME
      • II PROBLEM SOLVING, SELF-REGULATION, AND REGULATION OF THE SELF
      • III MODELING PROBLEM SOLVING, SELF-REGULATION, AND SELF-CONSTRUCTION
      • IV ILLNESS COGNITION AND CONTROL THEORY
      • V COPING PROCEDURES: GENERALIZED FACTORS VERSUS IF-THEN RULES THAT INTEGRATE REPRESENTATIONS, PROCEDURES, AND APPRAISALS
      • VI THE SELF SYSTEM
      • VII SUMMARY AND CONCLUDING COMMENTS
      • ACKNOWLEDGMENT
    • 13: Self-Regulated Learning: Finding a Balance Between Learning Goals and Ego-Protective Goals
      • I INTRODUCTION
      • II WHAT TURNS A POTENTIAL LEARNING OPPORTUNITY INTO A SITUATION THAT THE STUDENT IDENTIFIES AS SUCH?
      • III SELF-REGULATED LEARNING ORIGINATES IN THE IDENTIFICATION, INTERPRETATION, AND APPRAISAL OF AN OPPORTUNITY TO LEARN
      • IV GOAL SETTING: AN ESSENTIAL ASPECT OF SELF-REGULATED LEARNING
      • V SELF-REGULATED LEARNING IMPLIES GOAL STRIVING
      • VI CONCLUSIONS AND FUTURE DIRECTIONS
    • 14: The Role of Goal Orientation in Self-Regulated Learning
      • I A GENERAL FRAMEWORK FOR SELF-REGULATED LEARNING
      • II GOAL ORIENTATION AND SELF-REGULATED LEARNING
      • III CONCLUSIONS AND FUTURE DIRECTIONS FOR THEORY AND RESEARCH
      • ACKNOWLEDGMENTS
    • 15: Motivation and Action in Self-Regulated Learning
      • I INTRODUCTION AND CONCEPTUAL FRAMEWORK
      • II AN ACTION MODEL FOR THE PREDICTION OF LEARNING MOTIVATION
      • III MOTIVATION, LEARNING, AND PERFORMANCE
      • IV TWO AIMS FOR FURTHER RESEARCH
      • ACKNOWLEDGMENTS
    • 16: Measuring Self-Regulated Learning
      • I MEASURING INTERVENES IN AN ENVIRONMENT
      • II MEASUREMENTS OF SELF-REGULATED LEARNING REFLECT A MODEL OF SELF-REGULATED LEARNING
      • III PROTOCOLS FOR MEASURING SELF-REGULATED LEARNING
      • IV ISSUES IN MEASURING SELF-REGULATED LEARNING
      • V CONCLUSIONS AND FUTURE DIRECTIONS
      • ACKNOWLEDGMENT
  • Part III: Interventions and Applications of Self-Regulation Theory and Research
    • 17: Self-Regulation and Distress in Clinical Psychology
      • I INTRODUCTION
      • II SELF-REGULATION AND ADDICTIVE BEHAVIORS
      • III SELF-REGULATION AND HEALTH
      • IV SELF-REGULATION AND SOCIAL ANXIETY
      • V SELF-REGULATION AND DEPRESSION
      • VI SELF-REGULATION AND THERAPY
      • VII SUMMARY AND CONCLUSIONS
      • ACKNOWLEDGMENT
    • 18: Self-Management of Chronic Illness
      • I INTRODUCTION
      • II CHARACTERISTICS OF CHRONIC ILLNESS
      • III TREATMENT OF CHRONIC ILLNESS
      • IV SELF-MANAGEMENT: SETTING THE STAGE
      • V PROCESSES OF SELF-MANAGEMENT
      • VI DISCUSSION
      • VII FUTURE DIRECTIONS AND CONCLUSIONS
    • 19: Self-Regulation and Academic Learning: Self-Efficacy Enhancing Interventions
      • I INTRODUCTION
      • II THEORETICAL FRAMEWORK
      • III RESEARCH EVIDENCE
      • IV INTERVENTIONS TO ENHANCE SELF-EFFICACY AND SELF-REGULATION
      • V FUTURE RESEARCH ON SELF-REGULATION
      • VI CONCLUSION
    • 20: Teacher Innovations in Self-Regulated Learning
      • I INTRODUCTION
      • II OVERVIEW
      • III STRATEGY INSTRUCTION RESEARCH IN THE CONTENT AREAS
      • IV STRATEGY INSTRUCTION THROUGH COLLABORATIVE INNOVATION
      • V DEVELOPING A MODEL FOR TEACHING SELF-REGULATED LEARNING THROUGH STORY
      • VI COLLABORATIVE RESEARCH: FUTURE POSSIBILITIES
      • VII SUMMARY
    • 21: Self-Regulation: A Characteristic and a Goal of Mathematics Education
      • I INTRODUCTION
      • II LEARNING MATHEMATICS FROM INSTRUCTION: OUTLINE OF A THEORETICAL FRAMEWORK
      • III STUDENTS’ FLAWS IN SELF-REGULATORY SKILLS AND BELIEFS
      • IV FOSTERING STUDENTS’ SELF-REGULATION IN POWERFUL MATHEMATICS LEARNING ENVIRONMENTS
    • 22: Self-Regulation Interventions with a Focus on Learning Strategies
      • I HISTORICAL OVERVIEW
      • II LEARNING STRATEGIES CAN BE MODIFIED OR LEARNED
      • III THE NATURE OF STRATEGIES AND STRATEGY INSTRUCTION
      • IV TYPES OF LEARNING STRATEGIES AND THEIR RELATIONSHIP TO OTHER STRATEGIC LEARNING COMPONENTS
      • V MODEL OF STRATEGIC LEARNING
      • VI TYPES OF STRATEGY INSTRUCTION AND THEIR EFFECTIVENESS
      • VII IMPORTANT COMPONENTS OF ADJUNCT COURSES
      • VIII THE NATURE AND IMPACT OF A COURSE IN STRATEGIC LEARNING AT THE UNIVERSITY OF TEXAS
      • IX FUTURE DIRECTIONS FOR LEARNING STRATEGIES RESEARCH
    • 23: Self-Regulation: Directions and Challenges for Future Research
      • I DEVELOPING A TRACTABLE CONCEPTUAL FOUNDATION AND CONSISTENT NOMENCLATURE OF SELF-REGULATION CONSTRUCTS
      • II CLARIFYING SELF-REGULATION STRUCTURE AND PROCESSES
      • III MAPPING OUT THE NOMOLOGICAL NETWORK
      • IV CONSTRUCTION OF MORE REFINED MODELS
      • V REFINING MEASUREMENT OF SELF-REGULATION CONSTRUCTS
      • VI IMPROVING RESEARCH METHODOLOGY
      • VII EXPLORING INTERACTIONS BETWEEN ENVIRONMENT AND SELF-REGULATION
      • VIII ACQUISITION AND TRANSMISSION OF SELF-REGULATORY SKILLS
      • IX EXAMINING DEVELOPMENTAL DIFFERENCES IN SELF-REGULATORY SKILLS
      • X EXAMINING INDIVIDUAL DIFFERENCES IN SELF-REGULATORY SKILLS
      • XI APPLICATIONS
      • XII TRAINING AND PROMOTION OF SELF-REGULATORY CONCEPTS
  • Index

Quotes and reviews

"the definitive psychology text on willpower" - John Cloud, Time Magazine June 12 2006
 
 
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