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7book volumes
8author ranges
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2 references
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- Vol 4 RE: App C
self-regulated learningmetacognitive monitoringmotivational regulationaffective regulationhelp seekingcollaborative regulationlearning analyticsEdited book Evidence summaryAt a glance
This edited volume treats self-regulated learning as the active coordination of cognition, metacognition, motivation, affect, behavior, and environmental resources in pursuit of goals. Models differ in terminology but commonly describe recurring phases of task interpretation and planning, strategic performance and monitoring, and reflection that informs adaptation.
Key ideas
Contributions examine efficacy beliefs, goals, values, emotion, help seeking, collaboration, development, and differences across subject domains. They also show why self-report questionnaires alone cannot capture regulation as it unfolds; think-alouds, traces, diaries, microanalysis, and performance data reveal different parts of the process. Instruction can make strategies explicit, model conditional choices, provide feedback on progress, and gradually shift responsibility to learners. Technology may support prompts and visualization, but dashboards or prompts are not automatically regulatory.
Why it matters
The collection’s central message is that successful learners do not merely possess strategies: they decide when and why to use them, monitor consequences, and revise action within particular tasks and social contexts.
View or buy the cited work >>Read a similar article free online >>
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- Vol 4 RE: Chapter 5
academic motivationself-efficacyachievement goalstask valuesaffective regulationhelp seekingmotivational beliefsBook Evidence summaryAt a glance
This edited volume treats self-regulated learning as the active coordination of cognition, metacognition, motivation, affect, behavior, and environmental resources in pursuit of goals. Models differ in terminology but commonly describe recurring phases of task interpretation and planning, strategic performance and monitoring, and reflection that informs adaptation.
Key ideas
Contributions examine efficacy beliefs, goals, values, emotion, help seeking, collaboration, development, and differences across subject domains. They also show why self-report questionnaires alone cannot capture regulation as it unfolds; think-alouds, traces, diaries, microanalysis, and performance data reveal different parts of the process. Instruction can make strategies explicit, model conditional choices, provide feedback on progress, and gradually shift responsibility to learners. Technology may support prompts and visualization, but dashboards or prompts are not automatically regulatory.
Why it matters
The collection’s central message is that successful learners do not merely possess strategies: they decide when and why to use them, monitor consequences, and revise action within particular tasks and social contexts.
View or buy the cited work >>Read a similar article free online >>
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Edition abbreviations
- TE
- Teacher Edition
- PE
- Practice Edition
- RE
- Research Edition
Citation checks
References are checked against publisher records, scholarly indexes, DOI or ISBN metadata, repositories and author records where available. An entry marked [Citation not verified] preserves the wording found in the relevant volume without attributing findings to an unconfirmed work.
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