Handbook of Self-Regulation.

Other records:
Boekaerts, Monique.
1st ed.
San Diego : Elsevier Science & Technology, 1999.
1 online resource (816 pages)
Electronic books.
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. Key Features * Coverage of state-of-the-art in self-regulation research from different perspectives * Application of self-regulation research to health, clinical, organizational, and educational psychology * Brings together in one volume research on self-regulation in different subdisciplines * Most comprehensive and penetrating compendium of information on self-regulation from multi-disciplinary perspectives.
Front Cover
Handbook of Self-Regulation
Copyright Page
About the Editors
Chapter 1. Self-Regulation: An Introductory Overview
Part I: General Theories and Models of Self-Regulation
Chapter 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
Chapter 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
Chapter 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
Chapter 5. A Functional-Design Approach to Motivation and Self-Regulation: The Dynamics of Personality Systems and 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
Chapter 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
Chapter 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
Chapter 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 Principle of Intentional Systemic Mindfulness Interventions
XI. Facilitating Intention Systemic Mindfulness
XII. Directions for Future Research
XIII. Implications for Health and Medicine
XIV. Summary
Chapter 9. Communal Aspects of Self-Regulation
I. Introduction
II. Coping as Self-Regulation
III. Summary and Conclusion
Part II: Domain-Specific Models and Research on Self-Regulation
Chapter 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
Chapter 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
Chapter 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
Chapter 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
Chapter 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
Chapter 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
Chapter 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
Part III: Interventions and Applications of Self-Regulation Theory and Research
Chapter 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
VlI. Summary and Conclusions
Chapter 18. Self-Managementof 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
Chapter 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
Chapter 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
Chapter 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
V. Conclusions and Future Directions for Research
Chapter 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
Chapter 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.
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Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2021. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.
Zeidner, Moshe.
Pintrich, Paul R.
Pintrich, Paul R.
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Print version: Boekaerts, Monique Handbook of Self-Regulation
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