BeschreibungPresents a comprehensive description of major theoretical perspectives guiding research and lays out important new theoretical ground on how students become self-regulated learners. Focuses not only on research & theory, but also on instructional practic
InhaltsverzeichnisContents: Preface. B.J. Zimmerman, Theories of Self-Regulated Learning and Academic Achievement: An Overview and Analysis. F.C. Mace, P.J. Belfiore, J.M. Hutchinson, Operant Theory and Research on Self-Regulation. B.L. McCombs, Self-Regulated Learning and Academic Achievement: A Phenomenological View. D.H. Schunk, Social Cognitive Theory and Self-Regulated Learning. P.H. Winne, Self-Regulated Learning Viewed From Models of Information Processing. L. Corno, Volitional Aspects of Self-Regulated Learning. M. McCaslin, D.T. Hickey, Self-Regulated Learning and Academic Achievement: A Vygotskian View. S.G. Paris, J.P. Byrnes, A.H. Paris, Constructing Theories, Identities, and Actions of Self-Regulated Learners. B.J. Zimmerman, D.H. Schunk, Reflections on Theories of Self-Regulated Learning and Academic Achievement.
Untertitel: Revised. Sprache: Englisch.
Verlag: MALLORY INTL
Erscheinungsdatum: Juni 2001
Seitenanzahl: 336 Seiten