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001			u6631
003			SA-PMU
005			20210418124756.0
008			110624s2011 caud b 001 0 eng d
040			_aNSB _cNSB _dNSB _dFER _dYDXCP _dLMR _dBTCTA _dBWX _dNJT _dGZI _dVRC _dUKMGB
020			_a9781118091630 (pbk.)
020			_a1118091639 (pbk.)
035			_a(OCoLC)732905278 _z(OCoLC)712125075
050		4	_aLB1031 _b.S45 2011
245	0	0	_aSelf-regulated learning / _cHéfer Bembenutty, editor.
260			_aSan Francisco, Calif. : _bJossey-Bass Inc. ; _aHoboken, N.J. : _bWiley, _cc2011.
300			_a130 p. : _bchart ; _c23 cm.
490	1		_aNew directions for teaching and learning, _x0271-0633 ; _vno. 126
500			_a"Summer 2011"
504			_aIncludes bibliographical references and index.
520			_aThis volume reports new findings associating students' self-regulation of learning with their academic achievement, motivation for learning, and use of cognitive and learning startegies. Self-regulation of learning is a hallmark of students' ability to remain goal-oriented while pursuing academic-specific intentions in postsecondary education. Protecting such long-term and temporally distant goals requires that college and university students be proactive in directing their learning experiences, guide their own behavior, seek help from appropriate sources, sustain motivation, and delay gratification. The authors suggest how college students can control their cognition and behavior to attain academic goals, select appropriate learning strategies, and monitor and evaluate their academic progress. This volume also calls the attention of students and educators to the vital role that self-regulation plays in every aspect of postsecondary education. The contributors provide compelling evidence supporting the notion that self-regulation is related to positive academic outcomes, such as delay of gratification, self-efficacy beliefs, and use of cognitive strategies, and that it is important for the training of teachers and school psychologists. The authors offer diverse vantage points from which students, teachers, administrators, and policy makers can orchestrate their efforts to empower students with self-regulatory learnign strategies, appropriate motivational beliefs, and academic knowledge and skills.
505	0		_aIntroduction: self-regulation of learning in postsecondary education / Héfer Bembenutty -- Purpose of engagement in academic self-regulation / Einat Lichtinger, Avi Kaplan -- Self-regulation and achievement goals in the college classroom / Akane Zusho, Kelcey Edwards -- Understanding and facilitating self-regulated help seeking / Stuart A. Karabenick, Myron H. Dembo -- Self-regulation and learning strategies / Claire Ellen Weinstein, Taylor W. Acee, JaeHak Jung -- Academic delay of gratification and academic achievement / Héfer Bembenutty -- Resistance and disidentification in reflective practice with preservice teaching interns / Michael Middleton, Eleanor Abrams, Jayson Seaman -- Professional development needs and practices among educators and school psychologists / Timothy J. Cleary -- Transitioning from college classroom to teaching career: self-regulation in prospective teachers / Judi Randi, Lyn Corno, Elisabeth Johnson -- The role of Web 2.0 technologies in self-regulated learning / Anastasia Kitsantas, Nada Dabbagh -- Self-regulation of learning with computer-based learning environments / Jeffery A. Greene, Daniel C. Moos, Roger Azevedo -- New directions for self-regulation of learning in postsecondary education / Héfer Bembenutty.
650		0	_aSelf-managed learning.
650		0	_aMotivation in education.
650		0	_aAchievement motivation.
650		0	_aAcademic achievement.
700	1		_aBembenutty, Héfer.
830		0	_aNew directions for teaching and learning ; _vno. 126.
942			_cBOOK
994			_aZ0 _bSUPMU
596			_a1 2
999			_c9620 _d9620