CRAI - Universidad del Rosario Koha › Detalles de: Self-Regulated learning and academic achievement

Self-Regulated learning and academic achievement

Autores adicionales: Zimmerman, Barry J. -- editor | Schunk, Dale H. -- editor

Series: Springer series in cognitive development Publicado por : Springer (Nueva York (Estados Unidos)) Detalles físicos: xiv, 212 páginas ISBN:9781461281801.

Tema(s): Aprendizaje -- Métodos | Aprendizaje -- Teoría | Aprendizaje -- Práctica

Año : 1989

Existencias ( 1 )
Notas de título ( 2 )

Tipo de ítem	Ubicación actual	Colección	Signatura	Copia número	Estado	Fecha de vencimiento	Código de barras	Reserva de ítems
Libro	Claustro 2do piso	Libro	153.152 S465sr (Navegar estantería)	Ej.1	Disponible		100154507

Total de reservas: 0

1 Models of Self-Regulated Learning and Academic Achievement -- 2 Operant Theory and REnearch on Self-Regulation -- 3 Self-Regulated Learning and Academic Achievement: A Phenomenological View -- 4 Social Cognitive Theory and Self-Regulated Learning -- 5 Self-Regulated Learning: A Volitional Analysis -- 6 Self-Regulated Learning and Academic Achievement: A Vygotskian View -- 7 The Constructivist Approach to Self-Regulation and Learning in the Classroom -- Author Index.

Self-regulated learning is a new approach to studying student academic achievement. In contrast to previous ability or environmental formulations that address the why of achievement, self-regulation models focus on how students activate, alter, and sustain their learning practices using a variety of self-related processes. This book brings together a number of internationally known researchers representing different theoretical perspectives on students' self-regulated learning. In each chapter, the authors first describe a particular view of self-regulated learning to show how key subprocesses are defined and measured. Second, evidence that these key subprocesses affect student motivation and achievement is reviewed. Third, the authors describe and discuss how student self-regulated learning can be developed or taught based on their theoretical perspective. This book focuses on the influences of student self-regulated learning practices on academic achievement and motivation.