Handbook of Self-Regulation (eBook)

Monique Boekaerts, Paul R Pintrich, Moshe Zeidner (Herausgeber)

eBook Download: PDF

1999 | 1. Auflage
783 Seiten
Elsevier Science (Verlag)
9780080533209 (ISBN)

Infos

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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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. - 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

Inhalt

Front Cover 1
Handbook of Self-Regulation 4
Copyright Page 5
Contents 6
Foreword 22
About the Editors 26
Contributors 28
Chapter 1. Self-Regulation: An Introductory Overview 32
Part I: General Theories and Models of Self-Regulation 42
Chapter 2. Attaining Self-Regulation: A Social Cognitive Perspective 44
I. Introduction 44
II. The Structure of Self-Regulatory Systems 46
III. Social and Environmental Influences on Self-Regulation 55
IV. Dysfunctions in Self-Regulation 57
V. Development of Self-Regulatory Skill 59
VI. Future Research Directions 63
VII. A Concluding Comment 65
References 66
Chapter 3. On the Structure of Behavioral Self-Regulation 72
I. Behavior Is Goal Directed and Feedback Controlled 73
II. Hierarchicality among Goals 78
III. Feedback Control and Creation of Affect 82
IV. Confidence and Doubt, Persistence and Giving Up 91
V. Dynamic Systems and Human Behavior 95
VI. Catastrophe Theory 102
VII. Concluding Comment 109
References 111
Chapter 4. Aspects of Goal Networks: Implications for Self-Regulation 116
I. A Structural Analysis of Goal Networks 117
II. Self-Regulatory Consequences of Goal Network Structure 123
III. Individual Differences in the Structure of Goals and Means 133
IV. Comparison to Other Perspectives on Goal Networks 137
V. Future Directions: Interpersonal Goals 138
VI. Conclusion 138
References 139
Chapter 5. A Functional-Design Approach to Motivation and Self-Regulation: The Dynamics of Personality Systems and Interactions 142
I. Introduction 142
II. Dynamic Concepts in Classical Theories of Motivation 147
III. Aristotle's Dynamic Concepts 152
IV. Personality Systems Interaction Theory 157
V. Back To The Future: From Contents to Mechanisms 179
VI. Conclusion 190
References 194
Chapter 6. Personality, Self-Regulation, and Adaptation: A Cognitive–Social Framework 202
I. Frameworks for Personality and Self-Regulation Research 202
II. Self-Regulation, Traits, and Cognitive Stress Processes 208
III. Personality and Self-Regulation of Reactions to Life Stress 213
IV. Personality and Self-Regulation in Performance Environments 218
V. Aggressive Behavior 224
VI. Conclusions 230
References 232
Chapter 7. Organization and Development of Self-Understanding and Self-Regulation: Toward a General Theory 240
I. Introduction 240
II. The Architecture of Self-Aware and Self-Regulated Systems 242
III. Development of Self-Understanding and Self-Regulation 258
IV. Explaining the Development of Self-Understanding and Self-Regulation 268
V. Conclusions 275
References 277
Chapter 8. The Role of Intention in Self-Regulation: Toward Intentional Systemic Mindfulness 284
I. Systems Theory, Self-Regulation, and Mindfulness 286
II. Self-Regulation 287
III. Self-Regulation Techniques and Potential Limitations 288
IV. Psychophysiological Research on Self-Regulation—Physiology and Energy 289
V. Elaboration of an Expanded Self-Regulation Model: Intention 290
VI. Intention 291
VII. Intentional Systemic Mindfulness: Mindfulness Qualities and Systemic Perspectives 291
VIII. Applications of Intentional Systemic Mindfulness to Self-Regulation Techniques 296
IX. Connectedness and Interconnectedness 297
X. General Principle of Intentional Systemic Mindfulness Interventions 299
XI. Facilitating Intention Systemic Mindfulness 299
XII. Directions for Future Research 300
XIII. Implications for Health and Medicine 300
XIV. Summary 301
References 301
Chapter 9. Communal Aspects of Self-Regulation 306
I. Introduction 306
II. Coping as Self-Regulation 318
III. Summary and Conclusion 326
References 327
Part II: Domain-Specific Models and Research on Self-Regulation 332
Chapter 10. Self-Regulation in Organizational Settings: A Tale of Two Paradigms 334
I. Introduction 334
II. Definitions 335
III. Two Paradigms 339
IV. The Paradigms in Industrial-Organizational Psychological Theories of Self-regulation 355
V. Merging the Paradigms 359
VI. Conclusion 366
References 367
Chapter 11. Self-Regulation and Health Behavior: The Health Behavior Goal Model 374
I. Introduction 374
II. Current Health Behavior Models and Self-Regulation 376
III. Self-regulation and the Personal Goal Structure 381
IV. Goal Alignment, Goal Conflict, and Goal Balance 383
V. Goal Setting and Goal Orientation 384
VI. Goals, Beliefs, and Emotions 386
VII. The Self-Regulation Process 386
VIII. The Health Behavior Goal Model 388
IX. Conclusion and Directions for Future Research 394
References 398
Chapter 12. Regulation, Self-Regulation, and Construction of the Self in the Maintenance of Physical Health 400
I. The Self-Regulation Theme 400
II. Problem Solving, Self-Regulation, and Regulation of the Self 401
III. Modeling Problem Solving, Self-Regulation, and Self-Construction 404
IV. Illness Cognition and Control Theory 413
V. Coping Procedures: Generalized Factors Versus If–Then Rules That Integrate Representations, Procedures, and Appraisals 420
VI. The Self System 424
VII. Summary and Concluding Comments 438
References 440
Chapter 13. Self-Regulated Learning: Finding a Balance Between Learning Goals and Ego-protective Goals 448
I. Introduction 448
II. What Turns a Potential Learning Opportunity into a Situation that the Student Identifies as Such? 449
III. Self-Regulated Learning Originates in the Identification, Interpretation, and Appraisal of an Opportunity to Learn 454
IV. Goal Setting: An Essential Aspect of Self-Regulated Learning 462
V. Self-Regulated Learning Implies Goal Striving 470
VI. Conclusions and Future Directions 476
References 477
Chapter 14. The Role of Goal Orientation in Self-Regulated Learning 482
I. A General Framework for Self-Regulated Learning 483
II. Goal Orientation and Self-Regulated Learning 503
III. Conclusions and Future Directions for Theory and Research 520
Reference 525
Chapter 15. Motivation and Action in Self-Regulated Learning 534
I. Introduction and Conceptual Framework 534
II. An Action Model for the Prediction of Learning Motivation 538
III. Motivation, Learning, and Performance 550
IV. Two Aims for Further Research 554
References 556
Chapter 16. Measuring Self-Regulated Learning 562
I. Measuring Intervenes in an Environment 563
II. Measurements of Self-Regulated Learning Reflect a Model of Self-Regulated Learning 564
III. Protocols for Measuring Self-Regulated Learning 572
IV. Issues in Measuring Self-Regulated Learning 586
V. Conclusions and Future Directions 593
References 595
Part III: Interventions and Applications of Self-Regulation Theory and Research 598
Chapter 17. Self-Regulation and Distress in Clinical Psychology 600
I. Introduction 600
II. Self-Regulation and Addictive Behaviors 603
III. Self-Regulation and Health 609
IV. Self-Regulation and Social Anxiety 615
V. Self-Regulation and Depression 619
VI. Self-Regulation and Therapy 622
VlI. Summary and Conclusions 623
References 624
Chapter 18. Self-Managementof Chronic Illness 632
I. Introduction 632
II. Characteristics of Chronic Illness 633
III. Treatment of Chronic Illness 636
IV. Self-Management: Setting the Stage 637
V. Processes of Self-Management 644
VI. Discussion 649
VII. Future Directions and Conclusions 655
References 657
Chapter 19. Self-Regulation and Academic Learning: Self-Efficacy Enhancing Interventions 662
I. Introduction 662
II. Theoretical Framework 664
III. Research Evidence 667
IV. Interventions to Enhance Self-Efficacy and Self-Regulation 669
V. Future Research on Self-Regulation 673
VI. Conclusion 676
References 677
Chapter 20. Teacher Innovations in Self-Regulated Learning 682
I. Introduction 682
II. Overview 683
III. Strategy Instruction Research in the Content Areas 685
IV. Strategy Instruction through Collaborative Innovation 690
V. Developing a Model for Teaching Self-Regulated Learning through Story 696
VI. Collaborative Research: Future Possibilities 710
VII. Summary 712
References 714
Chapter 21. Self-Regulation: A Characteristic and a Goal of Mathematics Education 718
I. Introduction 718
II. Learning Mathematics from Instruction: Outline of a Theoretical Framework 719
III. Students' Flaws in Self-Regulatory Skills and Beliefs 723
IV. Fostering Students' Self-Regulation in Powerful Mathematics Learning Environments 733
V. Conclusions and Future Directions for Research 752
References 753
Chapter 22. Self-Regulation Interventions with a Focus on Learning Strategies 758
I. Historical Overview 759
II. Learning Strategies Can Be Modified or Learned 759
III. The Nature of Strategies and Strategy Instruction 761
IV. Types of Learning Strategies and their Relationship to Other Strategic Learning Components 762
V. Model of Strategic Learning 764
VI. Types of Strategy Instruction and Their Effectiveness 764
VII. Important Components of Adjunct Courses 768
VIII. The Nature and Impact of a Course in Strategic Learning at the University of Texas 769
IX. Future Directions for Learning Strategies Research 774
References 775
Chapter 23. Self-Regulation: Directions and Challenges for Future Research 780
I. Developing a Tractable Conceptual Foundation and Consistent Nomenclature of Self-Regulation Constructs 781
II. Clarifying Self-Regulation Structure and Processes 784
III. Mapping Out the Nomological Network 786
IV. Construction of More Refined Models 787
V. Refining Measurement of Self-Regulation Constructs 788
VI. Improving Research Methodology 790
VII. Exploring Interactions Between Environment and Self-Regulation 792
VIII. Acquisition and Transmission of Self-Regulatory Skills 794
IX. Examining Developmental Differences in Self-Regulatory Skills 795
X. Examining Individual Differences in Self-Regulatory Skills 795
XI. Applications 796
XII. Training and Promotion of Self-Regulatory Concepts 797
References 799
Index 800

Produkt-Details

• Erscheint lt. Verlag: 22.11.1999
• Sprache: englisch
• Themenwelt: Sachbuch/Ratgeber
• Themenwelt: Geisteswissenschaften ► Psychologie ► Allgemeine Psychologie
• Themenwelt: Geisteswissenschaften ► Psychologie ► Entwicklungspsychologie
• Themenwelt: Geisteswissenschaften ► Psychologie ► Klinische Psychologie
• Themenwelt: Geisteswissenschaften ► Psychologie ► Pädagogische Psychologie
• Themenwelt: Geisteswissenschaften ► Psychologie ► Psychoanalyse / Tiefenpsychologie
• Themenwelt: Geisteswissenschaften ► Psychologie ► Sozialpsychologie
• Themenwelt: Geisteswissenschaften ► Psychologie ► Verhaltenstherapie
• Themenwelt: Medizin / Pharmazie ► Medizinische Fachgebiete ► Neurologie
• Themenwelt: Medizin / Pharmazie ► Medizinische Fachgebiete ► Psychiatrie / Psychotherapie
• Themenwelt: Sozialwissenschaften ► Pädagogik
• ISBN-13: 9780080533209 / 9780080533209