Elsevier S & T

Handbook of Self-Regulation

Boekaerts, Monique; Zeidner, Moshe; Pintrich, Paul R

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Table of contents

Contentsv
Forewordxxi
About the Editorsxxv
Contributorsxxvii
Chapter 1. Self-Regulation: An Introductory Overview1
Part I: General Theories and Models of Self-Regulation11
Chapter 2. Attaining Self-Regulation: A Social Cognitive Perspective13
I. Introduction13
II. The Structure of Self-Regulatory Systems15
III. Social and Environmental Influences on Self-Regulation24
IV. Dysfunctions in Self-Regulation26
V. Development of Self-Regulatory Skill28
VI. Future Research Directions32
VII. A Concluding Comment34
References35
Chapter 3. On the Structure of Behavioral Self-Regulation41
I. Behavior Is Goal Directed and Feedback Controlled42
II. Hierarchicality among Goals47
III. Feedback Control and Creation of Affect51
IV. Confidence and Doubt, Persistence and Giving Up60
V. Dynamic Systems and Human Behavior64
VI. Catastrophe Theory71
VII. Concluding Comment78
References80
Chapter 4. Aspects of Goal Networks: Implications for Self-Regulation85
I. A Structural Analysis of Goal Networks86
II. Self-Regulatory Consequences of Goal Network Structure92
III. Individual Differences in the Structure of Goals and Means102
IV. Comparison to Other Perspectives on Goal Networks106
V. Future Directions: Interpersonal Goals107
VI. Conclusion107
References108
Chapter 5. A Functional-Design Approach to Motivation and Self-Regulation: The Dynamics of Personali111
I. Introduction111
II. Dynamic Concepts in Classical Theories of Motivation116
III. Aristotle's Dynamic Concepts121
IV. Personality Systems Interaction Theory126
V. Back To The Future: From Contents to Mechanisms148
VI. Conclusion159
References163
Chapter 6. Personality, Self-Regulation, and Adaptation: A Cognitive–Social Framework171
I. Frameworks for Personality and Self-Regulation Research171
II. Self-Regulation, Traits, and Cognitive Stress Processes177
III. Personality and Self-Regulation of Reactions to Life Stress182
IV. Personality and Self-Regulation in Performance Environments187
V. Aggressive Behavior193
VI. Conclusions199
References201
Chapter 7. Organization and Development of Self-Understanding and Self-Regulation: Toward a General209
I. Introduction209
II. The Architecture of Self-Aware and Self-Regulated Systems211
III. Development of Self-Understanding and Self-Regulation227
IV. Explaining the Development of Self-Understanding and Self-Regulation237
V. Conclusions244
References246
Chapter 8. The Role of Intention in Self-Regulation: Toward Intentional Systemic Mindfulness253
I. Systems Theory, Self-Regulation, and Mindfulness255
II. Self-Regulation256
III. Self-Regulation Techniques and Potential Limitations257
IV. Psychophysiological Research on Self-Regulation„Physiology and Energy258
V. Elaboration of an Expanded Self-Regulation Model: Intention259
VI. Intention260
VII. Intentional Systemic Mindfulness: Mindfulness Qualities and Systemic Perspectives260
VIII. Applications of Intentional Systemic Mindfulness to Self-Regulation Techniques265
IX. Connectedness and Interconnectedness266
X. General Principle of Intentional Systemic Mindfulness Interventions268
XI. Facilitating Intention Systemic Mindfulness268
XII. Directions for Future Research269
XIII. Implications for Health and Medicine269
XIV. Summary270
References270
Chapter 9. Communal Aspects of Self-Regulation275
I. Introduction275
II. Coping as Self-Regulation287
III. Summary and Conclusion295
References296
Part II: Domain-Specific Models and Research on Self-Regulation301
Chapter 10. Self-Regulation in Organizational Settings: A Tale of Two Paradigms303
I. Introduction303
II. Definitions304
III. Two Paradigms308
IV. The Paradigms in Industrial-Organizational Psychological Theories of Self-regulation324
V. Merging the Paradigms328
VI. Conclusion335
References336
Chapter 11. Self-Regulation and Health Behavior: The Health Behavior Goal Model343
I. Introduction343
II. Current Health Behavior Models and Self-Regulation345
III. Self-regulation and the Personal Goal Structure350
IV. Goal Alignment, Goal Conflict, and Goal Balance352
V. Goal Setting and Goal Orientation353
VI. Goals, Beliefs, and Emotions355
VII. The Self-Regulation Process355
VIII. The Health Behavior Goal Model357
IX. Conclusion and Directions for Future Research363
References367
Chapter 12. Regulation, Self-Regulation, and Construction of the Self in the Maintenance of Physical369
I. The Self-Regulation Theme369
II. Problem Solving, Self-Regulation, and Regulation of the Self370
III. Modeling Problem Solving, Self-Regulation, and Self-Construction373
IV. Illness Cognition and Control Theory382
V. Coping Procedures: Generalized Factors Versus If–Then Rules That Integrate Representations, Pro389
VI. The Self System393
VII. Summary and Concluding Comments407
References409
Chapter 13. Self-Regulated Learning: Finding a Balance Between Learning Goals and Ego-protective Goa417
I. Introduction417
II. What Turns a Potential Learning Opportunity into a Situation that the Student Identifies as Such418
III. Self-Regulated Learning Originates in the Identification, Interpretation, and Appraisal of an O423
IV. Goal Setting: An Essential Aspect of Self-Regulated Learning431
V. Self-Regulated Learning Implies Goal Striving439
VI. Conclusions and Future Directions445
References446
Chapter 14. The Role of Goal Orientation in Self-Regulated Learning451
I. A General Framework for Self-Regulated Learning452
II. Goal Orientation and Self-Regulated Learning472
III. Conclusions and Future Directions for Theory and Research489
Reference494
Chapter 15. Motivation and Action in Self-Regulated Learning503
I. Introduction and Conceptual Framework503
II. An Action Model for the Prediction of Learning Motivation507
III. Motivation, Learning, and Performance519
IV. Two Aims for Further Research523
References525
Chapter 16. Measuring Self-Regulated Learning531
I. Measuring Intervenes in an Environment532
II. Measurements of Self-Regulated Learning Reflect a Model of Self-Regulated Learning533
III. Protocols for Measuring Self-Regulated Learning541
IV. Issues in Measuring Self-Regulated Learning555
V. Conclusions and Future Directions562
References564
Part III: Interventions and Applications of Self-Regulation Theory and Research567
Chapter 17. Self-Regulation and Distress in Clinical Psychology569
I. Introduction569
II. Self-Regulation and Addictive Behaviors572
III. Self-Regulation and Health578
IV. Self-Regulation and Social Anxiety584
V. Self-Regulation and Depression588
VI. Self-Regulation and Therapy591
VlI. Summary and Conclusions592
References593
Chapter 18. Self-Managementof Chronic Illness601
I. Introduction601
II. Characteristics of Chronic Illness602
III. Treatment of Chronic Illness605
IV. Self-Management: Setting the Stage606
V. Processes of Self-Management613
VI. Discussion618
VII. Future Directions and Conclusions624
References626
Chapter 19. Self-Regulation and Academic Learning: Self-Efficacy Enhancing Interventions631
I. Introduction631
II. Theoretical Framework633
III. Research Evidence636
IV. Interventions to Enhance Self-Efficacy and Self-Regulation638
V. Future Research on Self-Regulation642
VI. Conclusion645
References646
Chapter 20. Teacher Innovations in Self-Regulated Learning651
I. Introduction651
II. Overview652
III. Strategy Instruction Research in the Content Areas654
IV. Strategy Instruction through Collaborative Innovation659
V. Developing a Model for Teaching Self-Regulated Learning through Story665
VI. Collaborative Research: Future Possibilities679
VII. Summary681
References683
Chapter 21. Self-Regulation: A Characteristic and a Goal of Mathematics Education687
I. Introduction687
II. Learning Mathematics from Instruction: Outline of a Theoretical Framework688
III. Students' Flaws in Self-Regulatory Skills and Beliefs692
IV. Fostering Students' Self-Regulation in Powerful Mathematics Learning Environments702
V. Conclusions and Future Directions for Research721
References722
Chapter 22. Self-Regulation Interventions with a Focus on Learning Strategies727
I. Historical Overview728
II. Learning Strategies Can Be Modified or Learned728
III. The Nature of Strategies and Strategy Instruction730
IV. Types of Learning Strategies and their Relationship to Other Strategic Learning Components731
V. Model of Strategic Learning733
VI. Types of Strategy Instruction and Their Effectiveness733
VII. Important Components of Adjunct Courses737
VIII. The Nature and Impact of a Course in Strategic Learning at the University of Texas738
IX. Future Directions for Learning Strategies Research743
References744
Chapter 23. Self-Regulation: Directions and Challenges for Future Research749
I. Developing a Tractable Conceptual Foundation and Consistent Nomenclature of Self-Regulation Const750
II. Clarifying Self-Regulation Structure and Processes753
III. Mapping Out the Nomological Network755
IV. Construction of More Refined Models756
V. Refining Measurement of Self-Regulation Constructs757
VI. Improving Research Methodology759
VII. Exploring Interactions Between Environment and Self-Regulation761
VIII. Acquisition and Transmission of Self-Regulatory Skills763
IX. Examining Developmental Differences in Self-Regulatory Skills764
X. Examining Individual Differences in Self-Regulatory Skills764
XI. Applications765
XII. Training and Promotion of Self-Regulatory Concepts766
References768
Index769

Book details

Vendor Elsevier S & T
SKU 9780121098902
ISBN-13 9780080533209
Author Boekaerts, Monique; Zeidner, Moshe; Pintrich, Paul R
Category Psychology
Subject Clinical Psychology

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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.

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

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