Table of Contents

Table of Contents

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

Reviews

<a href=”http://scalar.usc.edu/works/c2c-digital-magazine-fall-2018–winter-2019/book-review–fostering-self-regulated-learning-childhood-to-adulthood” target=”_blank”>C2C Digital Magazine  – Reviewed by Shalin Hai-Jew, instructional designer at Kansas State University, USA