ABSTRACT

This volume focuses on the role of motivational processes – such as goals, attributions, self-efficacy, outcome expectations, self-concept, self-esteem, social comparisons, emotions, values, and self-evaluations– in self-regulated learning. It provides theoretical and empirical evidence demonstrating the role of motivation in self-regulated learning, and discusses detailed applications of the principles of motivation and self-regulation in educational contexts. Each chapter includes a description of the motivational variables, the theoretical rationale for their importance, research evidence to support their role in self-regulation, suggestions for ways to incorporate motivational variables into learning contexts to foster self-regulatory skill development, and achievement outcomes.

chapter |30 pages

Motivation

An Essential Dimension of Self-Regulated Learning

chapter |33 pages

Interest and Self-Regulation

Relationships bet *

chapter |28 pages

Promoting Self-Regulated Learning

A Motivational Analysis *

chapter |26 pages

Work Habits and Self-Regulated Learning

Helping Students to Find a “Will” from a “Way”

chapter |29 pages

Goal Setting

A Key Proactive Source of Academic Self-Regulation *