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- Vol 4 RE: App C
self-regulation theorymetacognitive monitoringco-regulationlearning analyticsstrategy instructionsocially shared regulationmeasurement methodsEdited book Evidence summaryAt a glance
Zimmerman and Schunk’s edited handbook brings together theories, evidence, methods, and applications concerning how learners activate and sustain cognition, affect, motivation, and behaviour toward goals. Its chapters compare social-cognitive, cognitive, metacognitive, motivational, developmental, and socially shared perspectives rather than imposing one definition or mechanism.
Key ideas
Coverage includes the development of regulation, calibration and monitoring, co-regulation, measurement from self-report and traces, learning technologies, individual differences, and applications across academic subjects and performance domains. Contributors also examine how modelling, feedback, strategy instruction, practice, and social contexts can foster regulation. The consistent chapter structure links theoretical propositions with evidence, research needs, and educational implications. Because this is a multidisciplinary edited collection, findings vary in design, population, and strength; the volume is not evidence that a single generic self-regulation programme works everywhere.
Why it matters
Its educational value lies in treating regulation as learnable, situated, and temporally unfolding. Teachers and researchers should specify which phase and process they intend to support, align measures with those processes, combine data sources when possible, and distinguish productive independence from strategic use of peers, teachers, tools, and environments.
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Edition abbreviations
- TE
- Teacher Edition
- PE
- Practice Edition
- RE
- Research Edition
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