Self-Regulated Learners: Strategies, Performance, and Individual Differences

Jill E. Stefaniak, Ph.D. (Editor)
Hampton Blvd, Norfolk, VA, US

Series: Education in a Competitive and Globalizing World
BISAC: EDU051000

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Special issue: Resilience in breaking the cycle of children’s environmental health disparities
Edited by I Leslie Rubin, Robert J Geller, Abby Mutic, Benjamin A Gitterman, Nathan Mutic, Wayne Garfinkel, Claire D Coles, Kurt Martinuzzi, and Joav Merrick

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Self-Regulated Learners: Strategies, Performance, and Individual Differences is a compilation of scholarly efforts placing attention on self-regulated learning in a variety of learning contexts, ranging from early childhood education through higher education. The overall mission of this book is to provide educators with a resource that provides strategies, assessment tools, and best practices for developing the self-regulated learner.

This book explores the inherent complexities associated with educating diverse learners. A variety of assessment tools are included in this text to assist educators with assessing their learners’ abilities to self-regulation as well as examples of how instruction can be scaffolded to promote self-regulating behavior.

Chapters included in this book explore faculty and student relationships as it relates to students’ academic achievements. Heuristics are provided for teaching and coaching students how to become self-regulated learners. Resources are provided to assist educators with promoting students’ with disabilities executive functioning as it relates to self-regulation. Other contributions address strategies to assist learners to self-regulation while learning from failure.

Each chapter provides insight into how self-regulation has been explored in contextualized environments. This book is intended to share these unique examples with other educators and to continue the conversations and scholarship surrounding the topic of the self-regulated learner.

Preface

Chapter 1. Exploring Faculty-Student Interactions, Academic Self-Efficacy, Perceived Responsibility, and Academic Achievement of College Students
(Michelle A. Gnoleba, Anastasia Kitsantas and Suzanne E. Hiller, George Mason University, Fairfax, Virginia)

Chapter 2. Measuring Self-Regulation in Preschoolers: Validation of Two Observational Instruments
(Laura Dörrenbächer, Franziska Perels, Saarlan University, Saarbrücken, Germany)

Chapter 3. Science e-Newsletters: A Platform for Home-School Connections in Fostering Self-Regulated Learning in Elementary Students
(Lisa Hayes, Suzanne E. Hiller and Anastasia Kitsantas, George Mason University, Fairfax, Virginia)

Chapter 4. The Influence of Executive Functioning and Self-Regulation on Science Learning for Students with Disabilities
(Janice Bell Underwood, George Mason University, Fairfax, Virginia)

Chapter 5. Fostering Self-Regulated Learning in First Year Courses
(Joan Giblin, Wentworth Institute of Technology, Boston, MA, US, and others)

Chapter 6. The Role of Self-Efficacy and Self-Improvement in Metacognitive Regulation in Students of Helping Professions
(Jakub Hladik and Karla Hrbackova, Department of Pedagogical Sciences, Faculty of Humanities, Tomas Bata University in Zlín, Czech Republic)

Chapter 7. Proactive and Defensive Patterns of Self-Regulated Learning
(Darko Loncaric and Cirilia Peklaj, University of Rijeka, Rijeka, Croatia, and others)

Chapter 8. Self-Regulated Learning and Failure
(Andrew Tawfik and Hui Rong, University of Memphis, Memphis, TN, US and others)

Index

C2C Digital Magazine - Reviewed by Shalin Hai-Jew, instructional designer at Kansas State University, USA

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