Handbook of Self-Regulation

Handbook of Self-Regulation

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The Handbook of Self-Regulation represents state-of-the-art coverage of the latest theory, research, and developments in applications of self-regulation research. Chapters are of interest to psychologists interested in the development and operation of self-regulation as well as applications to health, organizational, clinical, and educational psychology.This book pulls together theory, research, and applications in the self-regulation domain and provides broad coverage of conceptual, methodological, and treatment issues. In view of the burgeoning interest and massive research on various aspects of self-regulation, the time seems ripe for this Handbook, aimed at reflecting the current state of the field. The goal is to provide researchers, students, and clinicians in the field with substantial state-of-the-art overviews, reviews, and reflections on the conceptual and methodological issues and complexities particular to self-regulation research.
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Product details

  • Paperback | 816 pages
  • 152.4 x 223.5 x 45.7mm | 1,088.63g
  • Academic Press Inc
  • San Diego, United States
  • English
  • black & white illustrations, black & white tables, figures
  • 0123695198
  • 9780123695192
  • 760,641

Table of contents

Foreword
About the Editors
1: Self-Regulation: An Introductory Overview
Part I: General Theories and Models of Self-Regulation

2: Attaining Self-Regulation: A Social Cognitive Perspective

I INTRODUCTION
II THE STRUCTURE OF SELF-REGULATORY SYSTEMS
III SOCIAL AND ENVIRONMENTAL INFLUENCES ON SELF-REGULATION
IV DYSFUNCTIONS IN SELF-REGULATION
V DEVELOPMENT OF SELF-REGULATORY SKILL
VI FUTURE RESEARCH DIRECTIONS
VII A CONCLUDING COMMENT
ACKNOWLEDGMENT


3: On the Structure of Behavioral Self-Regulation

I BEHAVIOR IS GOAL DIRECTED AND FEEDBACK CONTROLLED
II HIERARCHICALITY AMONG GOALS
III FEEDBACK CONTROL AND CREATION OF AFFECT
IV CONFIDENCE AND DOUBT, PERSISTENCE AND GIVING UP
V DYNAMIC SYSTEMS AND HUMAN BEHAVIOR
VI CATASTROPHE THEORY
VII CONCLUDING COMMENT
ACKNOWLEDGMENT


4: Aspects of Goal Networks: Implications for Self-Regulation

I A STRUCTURAL ANALYSIS OF GOAL NETWORKS
II SELF-REGULATORY CONSEQUENCES OF GOAL NETWORK STRUCTURE
III INDIVIDUAL DIFFERENCES IN THE STRUCTURE OF GOALS AND MEANS
IV COMPARISON TO OTHER PERSPECTIVES ON GOAL NETWORKS
V FUTURE DIRECTIONS: INTERPERSONAL GOALS
VI CONCLUSION


5: A Functional-Design Approach to Motivation and Self-Regulation: The Dynamics of Personality Systems Interactions

I INTRODUCTION
II DYNAMIC CONCEPTS IN CLASSICAL THEORIES OF MOTIVATION
III ARISTOTLE'S DYNAMIC CONCEPTS
IV PERSONALITY SYSTEMS INTERACTION THEORY
V BACK TO THE FUTURE: FROM CONTENTS TO MECHANISMS
VI CONCLUSION
ACKNOWLEDGMENT


6: Personality, Self-Regulation, and Adaptation: A Cognitive-Social Framework

I FRAMEWORKS FOR PERSONALITY AND SELF-REGULATION RESEARCH
II SELF-REGULATION, TRAITS, AND COGNITIVE STRESS PROCESSES
III PERSONALITY AND SELF-REGULATION OF REACTIONS TO LIFE STRESS
IV PERSONALITY AND SELF-REGULATION IN PERFORMANCE ENVIRONMENTS
V AGGRESSIVE BEHAVIOR
VI CONCLUSIONS


7: Organization and Development of Self-Understanding and Self-Regulation: Toward a General Theory

I INTRODUCTION
II THE ARCHITECTURE OF SELF-AWARE AND SELF-REGULATED SYSTEMS
III DEVELOPMENT OF SELF-UNDERSTANDING AND SELF-REGULATION
IV EXPLAINING THE DEVELOPMENT OF SELF-UNDERSTANDING AND SELF-REGULATION
V CONCLUSIONS


8: The Role of Intention in Self-Regulation: Toward Intentional Systemic Mindfulness

I SYSTEMS THEORY, SELF-REGULATION, AND MINDFULNESS
II SELF-REGULATION
III SELF-REGULATION TECHNIQUES AND POTENTIAL LIMITATIONS
IV PSYCHOPHYSIOLOGICAL RESEARCH ON SELF-REGULATION - PHYSIOLOGY AND ENERGY
V ELABORATION OF AN EXPANDED SELF-REGULATION MODEL: INTENTION
VI INTENTION
VII INTENTIONAL SYSTEMIC MINDFULNESS: MINDFULNESS QUALITIES AND SYSTEMIC PERSPECTIVES
VIII APPLICATIONS OF INTENTIONAL SYSTEMIC MINDFULNESS TO SELF-REGULATION TECHNIQUES
IX CONNECTEDNESS AND INTERCONNECTEDNESS
X GENERAL PRINCIPLES OF INTENTIONAL SYSTEMIC MINDFULNESS INTERVENTIONS
XI FACILITATING INTENTION SYSTEMIC MINDFULNESS
XII DIRECTIONS FOR FUTURE RESEARCH
XIII IMPLICATIONS FOR HEALTH AND MEDICINE
XIV SUMMARY
ACKNOWLEDGMENTS


9: Communal Aspects of Self-Regulation

I INTRODUCTION
II COPING AS SELF-REGULATION
III SUMMARY AND CONCLUSION
ACKNOWLEDGMENT




Part II: Domain-Specific Models and Research on Self-Regulation

10: Self-Regulation in Organizational Settings: A Tale of two Paradigms

I INTRODUCTION
II DEFINITIONS
III TWO PARADIGMS
IV THE PARADIGMS IN INDUSTRIAL- ORGANIZATIONAL PSYCHOLOGICAL THEORIES OF SELF-REGULATION
V MERGING THE PARADIGMS
VI CONCLUSION


11: Self-Regulation and Health Behavior: The Health Behavior Goal Model

I INTRODUCTION
II CURRENT HEALTH BEHAVIOR MODELS AND SELF-REGULATION
III SELF-REGULATION AND THE PERSONAL GOAL STRUCTURE
IV GOAL ALIGNMENT, GOAL CONFLICT, AND GOAL BALANCE
V GOAL SETTING AND GOAL ORIENTATION
VI GOALS, BELIEFS, AND EMOTIONS
VII THE SELF-REGULATION PROCESS
VIII THE HEALTH BEHAVIOR GOAL MODEL
IX CONCLUSION AND DIRECTIONS FOR FUTURE RESEARCH
ACKNOWLEDGMENT


12: Regulation, Self-Regulation, and Construction of the Self in the Maintenance of Physical Health

I THE SELF-REGULATION THEME
II PROBLEM SOLVING, SELF-REGULATION, AND REGULATION OF THE SELF
III MODELING PROBLEM SOLVING, SELF-REGULATION, AND SELF-CONSTRUCTION
IV ILLNESS COGNITION AND CONTROL THEORY
V COPING PROCEDURES: GENERALIZED FACTORS VERSUS IF-THEN RULES THAT INTEGRATE REPRESENTATIONS, PROCEDURES, AND APPRAISALS
VI THE SELF SYSTEM
VII SUMMARY AND CONCLUDING COMMENTS
ACKNOWLEDGMENT


13: Self-Regulated Learning: Finding a Balance Between Learning Goals and Ego-Protective Goals

I INTRODUCTION
II WHAT TURNS A POTENTIAL LEARNING OPPORTUNITY INTO A SITUATION THAT THE STUDENT IDENTIFIES AS SUCH?
III SELF-REGULATED LEARNING ORIGINATES IN THE IDENTIFICATION, INTERPRETATION, AND APPRAISAL OF AN OPPORTUNITY TO LEARN
IV GOAL SETTING: AN ESSENTIAL ASPECT OF SELF-REGULATED LEARNING
V SELF-REGULATED LEARNING IMPLIES GOAL STRIVING
VI CONCLUSIONS AND FUTURE DIRECTIONS


14: The Role of Goal Orientation in Self-Regulated Learning

I A GENERAL FRAMEWORK FOR SELF-REGULATED LEARNING
II GOAL ORIENTATION AND SELF-REGULATED LEARNING
III CONCLUSIONS AND FUTURE DIRECTIONS FOR THEORY AND RESEARCH
ACKNOWLEDGMENTS


15: Motivation and Action in Self-Regulated Learning

I INTRODUCTION AND CONCEPTUAL FRAMEWORK
II AN ACTION MODEL FOR THE PREDICTION OF LEARNING MOTIVATION
III MOTIVATION, LEARNING, AND PERFORMANCE
IV TWO AIMS FOR FURTHER RESEARCH
ACKNOWLEDGMENTS


16: Measuring Self-Regulated Learning

I MEASURING INTERVENES IN AN ENVIRONMENT
II MEASUREMENTS OF SELF-REGULATED LEARNING REFLECT A MODEL OF SELF-REGULATED LEARNING
III PROTOCOLS FOR MEASURING SELF-REGULATED LEARNING
IV ISSUES IN MEASURING SELF-REGULATED LEARNING
V CONCLUSIONS AND FUTURE DIRECTIONS
ACKNOWLEDGMENT




Part III: Interventions and Applications of Self-Regulation Theory and Research

17: Self-Regulation and Distress in Clinical Psychology

I INTRODUCTION
II SELF-REGULATION AND ADDICTIVE BEHAVIORS
III SELF-REGULATION AND HEALTH
IV SELF-REGULATION AND SOCIAL ANXIETY
V SELF-REGULATION AND DEPRESSION
VI SELF-REGULATION AND THERAPY
VII SUMMARY AND CONCLUSIONS
ACKNOWLEDGMENT


18: Self-Management of Chronic Illness

I INTRODUCTION
II CHARACTERISTICS OF CHRONIC ILLNESS
III TREATMENT OF CHRONIC ILLNESS
IV SELF-MANAGEMENT: SETTING THE STAGE
V PROCESSES OF SELF-MANAGEMENT
VI DISCUSSION
VII FUTURE DIRECTIONS AND CONCLUSIONS


19: Self-Regulation and Academic Learning: Self-Efficacy Enhancing Interventions

I INTRODUCTION
II THEORETICAL FRAMEWORK
III RESEARCH EVIDENCE
IV INTERVENTIONS TO ENHANCE SELF-EFFICACY AND SELF-REGULATION
V FUTURE RESEARCH ON SELF-REGULATION
VI CONCLUSION


20: Teacher Innovations in Self-Regulated Learning

I INTRODUCTION
II OVERVIEW
III STRATEGY INSTRUCTION RESEARCH IN THE CONTENT AREAS
IV STRATEGY INSTRUCTION THROUGH COLLABORATIVE INNOVATION
V DEVELOPING A MODEL FOR TEACHING SELF-REGULATED LEARNING THROUGH STORY
VI COLLABORATIVE RESEARCH: FUTURE POSSIBILITIES
VII SUMMARY


21: Self-Regulation: A Characteristic and a Goal of Mathematics Education

I INTRODUCTION
II LEARNING MATHEMATICS FROM INSTRUCTION: OUTLINE OF A THEORETICAL FRAMEWORK
III STUDENTS' FLAWS IN SELF-REGULATORY SKILLS AND BELIEFS
IV FOSTERING STUDENTS' SELF-REGULATION IN POWERFUL MATHEMATICS LEARNING ENVIRONMENTS


22: Self-Regulation Interventions with a Focus on Learning Strategies

I HISTORICAL OVERVIEW
II LEARNING STRATEGIES CAN BE MODIFIED OR LEARNED
III THE NATURE OF STRATEGIES AND STRATEGY INSTRUCTION
IV TYPES OF LEARNING STRATEGIES AND THEIR RELATIONSHIP TO OTHER STRATEGIC LEARNING COMPONENTS
V MODEL OF STRATEGIC LEARNING
VI TYPES OF STRATEGY INSTRUCTION AND THEIR EFFECTIVENESS
VII IMPORTANT COMPONENTS OF ADJUNCT COURSES
VIII THE NATURE AND IMPACT OF A COURSE IN STRATEGIC LEARNING AT THE UNIVERSITY OF TEXAS
IX FUTURE DIRECTIONS FOR LEARNING STRATEGIES RESEARCH


23: Self-Regulation: Directions and Challenges for Future Research

I DEVELOPING A TRACTABLE CONCEPTUAL FOUNDATION AND CONSISTENT NOMENCLATURE OF SELF-REGULATION CONSTRUCTS
II CLARIFYING SELF-REGULATION STRUCTURE AND PROCESSES
III MAPPING OUT THE NOMOLOGICAL NETWORK
IV CONSTRUCTION OF MORE REFINED MODELS
V REFINING MEASUREMENT OF SELF-REGULATION CONSTRUCTS
VI IMPROVING RESEARCH METHODOLOGY
VII EXPLORING INTERACTIONS BETWEEN ENVIRONMENT AND SELF-REGULATION
VIII ACQUISITION AND TRANSMISSION OF SELF-REGULATORY SKILLS
IX EXAMINING DEVELOPMENTAL DIFFERENCES IN SELF-REGULATORY SKILLS
X EXAMINING INDIVIDUAL DIFFERENCES IN SELF-REGULATORY SKILLS
XI APPLICATIONS
XII TRAINING AND PROMOTION OF SELF-REGULATORY CONCEPTS




Index
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Review quote

"the definitive psychology text on willpower" - John Cloud, Time Magazine June 12 2006
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About Paul R. Pintrich

Monique Boekaerts is Professor of Educational Psychology at Leiden University (The Netherlands) and chairs the Research Committee of the Faculty of Social Sciences. As a principle investigator, she is supervising a national school reform program in vocational schools. Her main field of interest is self-regulated learning with a focus on motivation, volitional control, coping with stress, and soliciting social support. President-elect of the European Association of Learning and Instruction and President of the Educational and Institutional Psychology division of the International Association of Applied Psychology, she has written over 100 scientific articles and book chapters. She serves as associate editor of Learning and Instruction and as reviewer for several international and European journals. Moshe Zeidner is Professor of Educational and Social Psychology at the University of Haifa, Israel. He serves as Director of the Center for the Interdisciplinary Research on Emotions and Scientific Director of the Laboratory for Cross-Cultural Research in Personality and Individual Differences. His main field of interest is personality and individual differences research, with particular concern for anxiety, stress and coping, and the personality-intelligence interface. He is series editor for two series: Human Emotions, and Human Exceptionality. He also serves as Associate Editor of Anxiety, Stress, and Coping: An International Journal and a reviewer for a number of APA journals. He is the author of over 100 scientific papers and chapters and his recent books include: Test Anxiety: The State of the Art, (1998), Handbook of Coping, Stress, Anxiety, and Coping in Academic Settings, and, International Handbook of Personality and Intelligence.
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