CONTENTS
FOREWORD = XXI
ABOUT THE EDITORS = XXV
CONTRIBUTORS = XXVII
1 SELF-REGULATION : ANINTRODUCTORY OVERVIEW / MONOQUE BOEKAERTS ; PAUL R. PINTRICH ; MOSHE ZEIDNER
PART Ⅰ GENERAL THEORIES AND MODELS OF SELF-REGULATION
2 ATTANNING SELF-REGULATION : A SOCIAL COGNITIVE PERSPECTIVE / BARRY J. ZIMMERMAN
Ⅰ. Introduction = 13
A. A Triadic Definition of Self-Regulation = 13
Ⅱ. The Structure of Self-Regulatory Systems = 15
A. Forethought Phase = 16
B. Performance or Volitional Control Phase = 18
C. Self-Reflection Phase = 21
Ⅲ. Social and Environmental Influences on Self-Regulation = 24
Ⅳ. Dysfunctions in Self-Regulatory = 26
Ⅴ. Development of Self-Regulatory SKill = 28
Ⅵ. Future Research Directions = 32
Ⅶ. A Concluding Comment = 34
References = 35
3 ON THE STRUCTURE OF BEHAVIORAL SELF-REGULATION / CHARLES S. CARVER ; MICHAEL F. SCHEIER
Ⅰ. Behavior Is Goal Directed and Feedback Controlled = 42
A. Feedback Loops = 42
B. Reemergent Interest in Approach and Avoidance = 46
Ⅱ. Hierarchicality among Goals = 47
A. Premise : Goals Can Be Differentiated by Levels of Abstraction = 47
B. Action Identification = 48
C. Multiple Paths to High-Level Goals, Multiple Meanings in Concrete Action = 49
D. Goal Importance : Goals and the Self = 50
Ⅲ. Feedback Control and Creation of Affect = 51
A. Theory = 51
B. Research Evidence = 52
C. Cruise Control Model = 52
D. Affect from Discrepancy-Enlarging Loops = 53
E. Merging Affect and Action = 54
F. Is This Really a Feedback System? = 55
G. Shifts in Standards = 56
H. Comparison with Biological Models of Bases of Affect = 58
Ⅳ. Confidence and Doubt, Persistence and Giving Up = 60
A. Engagement versus Giving Up = 61
B. Is Disengagement Good or Bad? = 62
C. Hierarchicality and Importance Can Impede Disengagement = 63
D. Watersheds, Disjunctions, and Bifurcations among Responses = 63
Ⅴ. Dynamic Systems and Human Behavior = 64
A. Nonlinearity = 65
B. Sensitive Dependence on Initial Conditions = 66
C. Phase Space, Attractors, and Repellers = 67
D. Another Way of Picturing Attractors = 68
E. Goals as Attractors = 70
Ⅵ. Catastrophe Theory = 71
A. Hysteresis = 73
B. Some Applications of Catastrophe Theory = 74
C. Effort versus Disengagement = 75
Ⅶ. Concluding Comment = 78
References = 80
4 ASPECTS OF GOAL NETWORKS : IMPLICATIONS FOR SELF-REGULATION / JAMES Y. SHAHAND ARIE W. KRUGLANSKI
Ⅰ. A Structural Analysis of Goal Networks = 86
A. Equifinality and the Goals-Means Association = 88
B. Multifinality and the Means-Goals Association = 89
C. "Lateral" Associations within Goal Network Structure = 90
Ⅱ. Self-Regulatory Consequences of Goal Network Structure = 92
A. Goal Commitment = 92
B. Choice of Means = 94
C. How Means Are Experienced = 97
D. Means Substitution = 99
Ⅲ. Individual Differences in the Structure of Goals and Means = 102
A. Differences in Motivational Orientation = 102
B. Differences in Personal Goal Content = 105
C. Differences in Regulatory Experience = 105
Ⅳ. Comparison to Other Perspectives on Goal Networks = 106
Ⅴ. Future Directions : Interpersonal Goals = 107
Ⅵ. Conclusion = 107
References = 108
5 A FUNCTIONAL-DESIGN APPROACH TO MOTIVATION AND SELF-REGULATION : THE DYNAMICS OF PERSONALITY SYSTEMS AND INTERACTIONS / JULIUS KUHL
Ⅰ. Introduction = 111
A. Cognitive versus Dynamic Concepts of Motivation = 113
B. The Theory of Action Control = 114
Ⅱ. Dynamic Concepts in Classical Theories of Motivation = 116
A. Neglect of Subcognitive Mechanisms = 117
B. Underspecification of Dynamic Concepts = 118
Ⅲ. Aristotle's Dynamic Concepts = 121
A. Functional Explanation of Aristotle's Theory of Motivation = 122
B. Systems Interactions : Modulation of Connectivity among Subsystems = 123
Ⅳ. Personality Systems Interaction Theory = 126
A. Elementary Systems : Intuitive Behavior Control and Object Recognition = 127
B. High-Level Systems : Intention Memory and Analytical Thinking versus Extension Memory and Intuitive Feeling = 128
C. Affect-Cognition Modulation = 134
D. Microanalytic Testing of Dynamic Modulation Effects = 147
Ⅴ. Back to the Future : From Contents ot Mechanisms = 148
A. Reinterpretation of Familiar Phenomena = 149
B. Decomposing Self-Regulation : New Self-Report and Objective Assessment Techniques = 154
Ⅵ. Conclusion = 159
References = 163
6 PERSONALITY, SELF-REGULATION, AND ADAPTATION : A COGNITIVE-SOCIAL FRAMEWORK / GERALD MATTHEWS ; VICKI L. SCHWEAN ; SIAN E. CAMPBELL ; DONALD H. SAKLOFSKE ; ABDALLA A. R. MOHAMED
Ⅰ. Frameworks for Personality and Self-Regulation Research = 171
A. Constructs of the Cognitive-Social Framework = 172
B. A Cognitive Architecture for Self-Regulation = 174
C. Self-Regulation and Social Cognition = 175
D. Traits and Stable Individual Differences in Self-Regulation = 176
Ⅱ. Self-Regulation, Traits, and Cognitive Stress Processes = 177
A. Coping = 177
B. Appraisal = 179
C. Metacognition and Mood Awareness = 180
D. Worry = 181
Ⅲ. Personality and Self-Regulation of Reactions to Life Stress = 182
A. Neuroticism as a Predictor of Appraisal and Coping = 182
B. Mediation of Neuroticism Effects by Cognitive Stress Processes = 184
C. Dispositional Self-Consciousness and Cognitive Stress Processes = 185
Ⅳ. Personality and Self-Regulation in Performance Environments = 187
A. Cognitive-Attentional Mechanisms for Anxiety Effects on Performance = 187
B. Self-Regulation and Stress Processes in Performance Environments = 188
Ⅴ. Aggressive Behavior = 193
A. Cognitive Processes in Aggression = 194
B. Research Exploring Cognitive Distortions in Aggressive Children = 196
C. Research Exploring Cognitive Deficiencies in Aggressive Children = 197
D. Developing the Theory of Aggression and Self-Regulation = 198
Ⅵ. Conclusions = 199
References = 201
7 ORGANIZATION AND DEVELOPMENT OF SELF-UNDERSTANDING AND SELF-REGULATION : TOWARD A GENERAL THEORY / ANDREAS DEMETRIOU
Ⅰ. Introduction = 209
Ⅱ. The Architecture of Self-Aware and Self-Regulated Systems = 211
A. The Mind = 212
B. Temperament, Personality, Thinking Styles, and the Self = 222
C. Toward an Overarching Model of Mind, Personality, and Self = 226
Ⅲ. Development of Self-Understanding and Self-Regulation = 227
A. Development of the Child's Understanding of the Organization and Functioning of the Mind = 228
B. Development of Self-Representation = 232
C. Development of Self-Regulation = 234
Ⅳ. Explaining the Development of Self-Understanding and Self-Regulation = 237
A. Intraindividual Dynamics in the Development of Self-Understanding and Self-Regulation = 238
B. Interindividual Dynamics in the Development of Self-Understanding and Self-Regulation = 240
C. Looking to the Future : Integrating Research on Mind, Personality, and Self = 242
Ⅴ. Conclusions = 244
References = 246
8 THE ROLE OF INTENTION IN SELF-REGULATION : TOWARD INTENTIONAL SYSTEMIC MINDFULNESS / SHAUNA L. SHAPIRO ; GARY E. SCHWARTZ
Ⅰ. Systems Theory, Self-Regulation, and Mindfulness = 255
Ⅱ. Self-Regulation = 256
Ⅲ. Self-Regulation Techniques and Potential Limitations = 257
Ⅳ. Psychophysiological Research on Self-Regulation Physiology and Energy = 258
Ⅴ. Elaboration of an Expanded Self-Regulation Model : Intention = 259
Ⅵ. Intention = 260
Ⅶ. Intentional Systemic Mindfulness : Mindfulness Qualities and Systemic Perspectives = 260
Ⅷ. Applications of Intentional Systemic Mindfulness to Self-Regulation Techniques = 265
Ⅸ. Connectedness and Interconnectedness = 266
Ⅹ. General Principle of Intentional Systemic Mindfulness Interventions = 268
XI. Facilitating Intention Systemic Mindfulness = 268
XII. Directions for Future Research = 269
XIII. Implications for Health and Medicine = 269
XIV. Summary = 270
References = 270
9 COMMUNAL ASPECTS OF SELF-REGULATION / TAMARA JACKSON ; JEAN MACKENZIE ; STEVAN E. HOBFOLL
Ⅰ. Introduction = 275
A. Communal Regulation = 276
B. Embedded Social Components of Self-Regulation Models = 276
C. Individualistic Terms of Traditional Models of Self-Regulation = 280
D. Concept of Interreliance = 282
E. The Impact of Culture on Self-Regulatory Behaviors = 283
Ⅱ. Coping as Self-Regulation = 287
A. Social Context of Coping = 288
B. Multiaxial Model of Coping = 289
C. Communal Mastery = 291
D. Directions for Future Research = 294
Ⅲ. Summary and Conclusion = 295
References = 296
PART Ⅱ DOMAIN-SPECIFIC MODELS AND RESEARCH ON SELF-REGULATION
10 SELF-REGULATION IN ORGANIZATIONAL SETTINGS : A TALE OF TWO PARADIGMS / JEFFREY B. VANCOUVER
Ⅰ. Introduction = 303
Ⅱ. Definitions = 304
A. Self-Regulation = 304
B. Self-Regulated Learning = 306
C. Summary = 307
Ⅲ. Two Paradigms = 308
A. Cybernetic-Systems Paradigm = 309
B. The Decision-Marking Paradigm = 320
Ⅳ. The Paradigms in Industrial-Organizational Psychological Theories of Self-Regulation = 324
A. Goal-Setting Theory = 324
B. Social Cognitive Theory = 324
C. Action Theory = 326
D. Summary = 328
Ⅴ. Merging the Paradigms = 328
A. Learning in the Action Hierarchy = 328
B. Gates and Modes of Operation = 331
C. Some Data = 333
Ⅵ. Conclusion = 335
References = 336
11 SELF-REGULATION AND HEALTH BEHAVIOR : THE HEALTH BEHAVIOR GOAL MODEL / STAN MAES ; WINIFRED GEBHARDT
Ⅰ. Introduction = 343
Ⅱ. Current Health Behavior Models and Self-Regulation = 345
Ⅲ. Self-Regulation and the Personal Goal Structure = 350
Ⅳ. Goal Alignment, Goal Conflict, and Goal Balance = 352
Ⅴ. Goal Setting and Goal Orientation = 353
Ⅵ. Goals, Beliefs, and Emotions = 355
Ⅶ. The Self-Regulation Process = 355
Ⅷ. The Health Behavior Goal Model = 357
Ⅸ. Conclusion and Directions for Future Research = 363
References = 367
12 REGULATION, SELF-REGULATION, AND CONSTRUCTION OF THE SELF IN THE MAINTENANCE OF PHYSICAL HEALTH / SUSAN BROWNLEE ; HOWARD LEVENTHAL ; ELAINE A. LEVENTHAL
Ⅰ. The Self-Regulation Theme = 369
Ⅱ. Problem Solving, Self-Regulation, and Regulation of the Self = 370
A. Dimensions along Which Problem Solving Shades into Self-Regulation and Regulation of the Self = 371
Ⅲ. Modeling Problem Solving, Self-Regulation, and Self-Construction = 373
A. The Origins of the Common-Sense Model = 376
Ⅳ. Illness Cognition and Control Theory = 382
A. The Substance of Common-Sense Modeling = 384
Ⅴ. Coping Procedures : Generalized Factors versus If-Then Rules That Integrate Representations, Procedures, and Appraisals = 389
Ⅵ. The Self System = 393
A. Self as a Factor that Underlies and Moderates the Problem Space = 394
B. Redefining and Reorganizing the Self and Modifying Its Procedures = 398
C. The Social Environment = 402
Ⅶ. Summary and Concluding Comments = 407
References = 409
13 SELF-REGULATED LEARNING : FINDING A ABALANCE BETWEEN LEARNING GOALS AND EGO-PROTECTIVE GOALS / MONIQUE BOEKAERTS ; MARKKU NIEMIVIRTA
Ⅰ. Introduction = 417
Ⅱ. What Turns a Potential Learning Opportunity into a Situation that the Student Identifies as Such? = 418
A. When Opportunity and Felt Necessity Coincide = 419
B. Goals Viewed as Knowledge Structures that Guide Behavior = 421
Ⅲ. Self-Regulated Learning Originates in the Identification, Interpretation, and Appraisal of an Opportunity to Learn = 423
A. Identification of a Learning Situation = 424
B. Interpretation and Appraisal = 426
C. The Model of Adaptable Learning : Finding a Balance between Parallel Goals = 427
Ⅳ. Goal Setting : An Essential Aspect of Self-Regulated Learning = 431
A. Curtailed Goal Paths = 433
B. Goal Setting Based on Task-Focused and Self-Focused Interpretation = 436
Ⅴ. Self-Regulated Learning Implies Goal Striving = 439
A. Implementation Intentions = 439
B. Dealing with Strategy Failure = 440
C. Curtailed Goal Striving Should Not Be Equated with Failure of Self-Regulation = 442
Ⅵ. Conclusions and Future Directions = 445
References = 446
14 THE ROLE OF GOAL ORIENTATION IN SELF-REGULATED LEARNING / PAUL R. PINTRICH
Ⅰ. A General Framework for Self-Regulated Learning = 452
A. Regulation of Cognition = 456
B. Regulation of Motivation and Affect = 461
C. Regulation of Behavior = 466
D. Regulation of Context = 469
Ⅱ. Goal Orientation and Self-Regulated Learning = 472
A. Models of Goal Orientation = 474
B. Mastery Goals and Self-Regulated Learning = 479
C. Performance Goals and Self-Regulated Learning = 484
Ⅲ. Conclusions and Future Directions for Theory and Research = 489
References = 494
15 MOTIVATION AND ACTION IN SELF-REGULATED LEARNING / FALKO RHEINBERG ; REGINA VOLLMEYER ; WOLFRAM ROLLETT
Ⅰ. Introduction and Conceptual Framework = 503
Ⅱ. An Action Model for the Prediction of Learning Motivation = 507
A. Research Strategy = 507
B. A Cognitive Model of Motivation in Self-Regulated Learning = 508
C. Consequences for Enhancing Motivation in Classrooms = 512
D. Activity-Related Incentives = 513
E. Volittional Aspects of Self-Regulated Learning = 516
Ⅲ. Motivation, Learning, and Performance = 519
A. Motivational Influences during the Learning Process : Topic Interest and Text Learning = 520
B. Self-Regulated Learning with a Complex Computer-Simulated System = 520
Ⅳ. Two Aims for Further Research = 523
A. Search for Mediating Variables in Different Situations and Learning Tasks = 523
B. How to Overcome Aversive Learning Activities = 524
References = 525
16 MEASURING SELF-REGULATED LEARNING / PHILIP H. WINNE ; NANCY E. PERRY
Ⅰ. Measuring Intervenes in an Environment = 532
Ⅱ. Measurements of Self-Regulated Learning Reflect a Model of Self-Regulated Learning = 533
A. Components of Self-Regulated Learning = 533
B. Self-Regulated Learning as Aptitude = 534
C. Self-Regulated Learning as Event = 535
D. The Self-Regulated Learning Model of Winne and Hadwin = 536
E. Summary and Prelude to Measurements of Self-Regulated Learning = 541
Ⅲ. Protocols for Measuring Self-Regulated Learnign = 541
A. Measuring Self-Regulated Learning as an Aptitude = 542
B. Measuring Self-Regulated Learning as an Event = 549
Ⅳ. Issues in Measuring Self-Regulated Learning = 555
A. Targets for Measurement = 555
B. Metrics = 556
C. Sampling = 558
D. Technical Issues = 560
E. Utility = 561
Ⅴ. Conclusions and Future Directions = 562
References = 564
PART Ⅲ INTERVENTIONS AND APPLICATIONS OF SELF-REGULATION THEORY AND RESEARCH
17 SELF-REGULATION AND DISTRESS IN CLINICAL PSYCHOLOGY / NORMAN S. ENDLER ; NANCY L. KOCOVSKI
Ⅰ. Introduction = 569
Ⅱ. Self-Regulation and Addictive Behaviors = 572
A. Goal Setting and Addictive Behaviors = 573
B. Self-Monitoring and Addictive Behaviors = 574
C. Self-Evaluation and Addictive Behaviors = 575
D. Self-Reinforcement and Addictive Behaviors = 576
E. Implications for Traatment = 577
Ⅲ. Self-Regulation and Health = 578
A. Goal Setting and Health = 579
B. Self-Monitoring and Health = 580
C. Self-Evaluation and Health = 581
D. Self-Reinforcement and Health = 581
E. Implications for Treatment = 581
Ⅳ. Self-Regulation and Social Anxiety = 584
A. Goal Setting and Social Anxiety = 585
B. Self-Monitoring and Social Anxiety = 586
C. Self-Evaluation and Social Anxiety = 586
D. Self-Reinforcement and Social Anxiety = 587
E. Implications for Treatment = 587
Ⅴ. Self-Regulation and Depression = 588
A. Goal Setting and Depression = 588
B. Self-Monitoring and Depression = 589
C. Self-Evaluation and Depression = 589
D. Self-Reinforcement and Depression = 590
E. Implications for Treatment = 590
Ⅵ. Self-Regulation and Therapy = 591
Ⅶ. Summary and Conclusions = 592
References = 593
18 SELF-MANAGEMENT OF CHRONIC ILLNESS / THOMAS L. CREER
Ⅰ. Introduction = 601
Ⅱ. Characteristics of Chronic Illness = 602
A. Characteristics = 603
B. Psychological Factors = 603
C. Treatment Considerations = 604
Ⅲ. Treatment of Chronic Illness = 605
A. Explicit Plans and Guidelines = 605
B. Practice Redesigen = 605
C. Clinical Expertise = 606
D. Information = 606
E. Patient Education = 606
Ⅳ. Self-Management ; Setting the Stage = 606
A. Self-Regulation or Self-Managements? = 607
B. Recruitment of Staff = 608
C. Identification and Referral of Potential Subjects = 608
D. Recruitment of Subjects = 609
E. Expectancies = 609
F. Racial and Cultural Differences = 612
G. Task Demands = 612
Ⅴ. Processes of Self-Management = 613
A. Goal Selection = 613
B. Information Collection = 614
C. Information Processing and Evaluation = 615
D. Decision Making = 616
E. Action = 617
F. Self-Reaction = 617
Ⅵ. Discussion = 618
A. Development and Application of Self-Management Programs for Chronic Illness = 618
B. Recruitment and Retention of Patients in a Self-Management Program = 619
C. Maintenance of Self-Management Skills = 623
Ⅶ. Future Directions and Conclusions = 624
References = 626
19 SELF-REGULATION AND ACADEMIC LEARNING : SELF-EFFICACY ENHANCING INTERVENTIONS / DALE H. SCHUNK ; PEGGY A. ERTMER
Ⅰ. Introduction = 631
Ⅱ. Theoretical Framework = 633
A. Social Cognitive Theory of Self-Regulation = 633
B. Self-Efficacy and Self-Regulation = 633
C. Other Influential Processes = 634
Ⅲ. Research Evidence = 636
Ⅳ. Interventions to Enhance Self-Efficacy and Self-Regulation = 638
A. Goals = 639
B. Self-Monitoring and Perceptions of Progress = 640
C. Self-Evaluations = 641
Ⅴ. Future Research on Self-Regulation = 642
A. Instructional Components = 643
B. Self-Regulation in Content Areas = 644
C. Transfer of Self-Regulation Processes = 644
D. Self-Reflective Practice = 645
Ⅵ. Conclusion = 645
References = 646
20 TEACHER INNOVATIONS IN SELF-REGULATED LEARNING / JUDI RANDI ; LYN CORNO
Ⅰ. Introduction = 651
Ⅱ. Overview = 652
Ⅲ. Strategy Instruction Research in the Content Areas = 654
A. Strategy Instruction in Student-Centered, Project-Based Learning = 655
B. Strategy Instruction in Literature-Based Reading Programs = 657
Ⅳ. Strategy Instruction through Collaborative Innovation = 659
A. Definition of Collaborative Innovation = 660
B. Collaborative Innovation in Research on Self-Regulation Interventions = 660
C. Summary of the Distinctions between Teacher-and Researcher-Generated Innovations in Self-Regulated Learning = 664
Ⅴ. Developing a Model for Teaching Self-Regulated Learning through Story = 665
A. Self-Regulatory Process Analysis of the Journey Tale = 667
B. Instructional Model for Teaching Self-Regulated Learning through the Journey Tale = 671
Ⅵ. Collaborative Research : Future Possibilities = 679
Ⅶ. Summary = 681
References = 683
21 SELF-REGULATION : A CHARACTERISTIC AND A GOAL OF MATHEMATICS EDUCATION / ERIK DE CORTE ; LEIVEN VERSCHAFFEL ; PETER OP'T EYNDE
Ⅰ. Introduction = 687
Ⅱ. Learning Mathematics from Instruction : Outline of a Theoretical Framework = 688
Ⅲ. Students' Flaws in Self-Regulatory Skills and Beliefs = 692
A. Flaws in the Regulation of Cognitive Processes = 693
B. Flaws in the Regulation of Volitional Processes = 696
C. Flaws in Students' Beliefs = 698
Ⅳ. Fostering Students' Self-Regulation in Powerful Mathematics Learning Environments = 702
A. Teaching Metacognitive and Heuristic Stategies in Geometry = 702
B. Teaching Cognitive Self-Regulatory Skills to Seventh Graders = 705
C. The Jasper Project : Anchored Instruction of Mathematical Problem Solving = 709
D. A Powerful Learning Environment for Skilled Realistic Mathematical Problem Solving in the Upper Elementary School = 713
E. Looking Back to the Four Design Experiments = 718
Ⅴ. Conclusions and Future Directions for Research = 721
References = 722
22 SELF-REGULATION INTERVENTIONS WITH A FOCUS ON LEARNING STRATEGIES / CLAIRE ELLEN WEINSTEIN ; JENEFER HUSMAN ; DOUGLAS R. DIERKING
Ⅰ. Historical Overview = 728
Ⅱ. Learning Strategies Can Be Modified or Learned = 728
Ⅲ. The Nature of Strategies and Strategy Instruction = 730
Ⅳ. Types of Learning Strategies and Their Relationship to Other Strategic Learning Components = 731
Ⅴ. Model of Strategic Learning = 733
Ⅵ. Types of Strategy Instruction and Their Effectiveness = 733
Ⅶ. Important Components of Adjunct Courses = 737
Ⅷ. The Nature and Impact of a Course in Strategic Learning at the University of Texas = 738
Ⅸ. Future Directions for Learning Strategies Research = 743
References = 744
23 SELF-REGULATION : DIRECTIONS AND CHALLENGES FOR FUTURE RESEARCH / MOSHE ZEIDNER ; MONIQUE BOEKAERTS ; PAUL R. PINTRICH
Ⅰ. Developing a Tractable Conceptual Foundation and Consistent Nomenclature of Self-Regulation Constructs = 750
Ⅱ. Clarifying Self-Regulation Structure and Processes = 753
Ⅲ. Mapping Out the Nomological Network = 755
Ⅳ. Construction of More Refined Models = 756
Ⅴ. Refining Measurement of Self-Regulation Constructs = 757
Ⅵ. Improving Research Methodology = 759
Ⅶ. Exploring Interactions between Environment and Self-Regulation = 761
Ⅸ. Examining Developmental Differences in Self-Refulatory Skills = 764
Ⅹ. Examining Individual Differences in Self-Refulatory Skills = 764
XI. Applications = 765
XII. Training and Promotion of Self-Regulatory Concepts = 766
References = 768
FOREWORD = XXI
ABOUT THE EDITORS = XXV
CONTRIBUTORS = XXVII
1 SELF-REGULATION : ANINTRODUCTORY OVERVIEW / MONOQUE BOEKAERTS ; PAUL R. PINTRICH ; MOSHE ZEIDNER
PART Ⅰ GENERAL THEORIES AND MODELS OF SELF-REGULATION
2 ATTANNING SELF-REGULATION : A SOCIAL COGNITIVE PERSPECTIVE / BARRY J. ZIMMERMAN
Ⅰ. Introduction = 13
A. A Triadic Definition of Self-Regulation = 13
Ⅱ. The Structure of Self-Regulatory Systems = 15
A. Forethought Phase = 16
B. Performance or Volitional Control Phase = 18
C. Self-Reflection Phase = 21
Ⅲ. Social and Environmental Influences on Self-Regulation = 24
Ⅳ. Dysfunctions in Self-Regulatory = 26
Ⅴ. Development of Self-Regulatory SKill = 28
Ⅵ. Future Research Directions = 32
Ⅶ. A Concluding Comment = 34
References = 35
3 ON THE STRUCTURE OF BEHAVIORAL SELF-REGULATION / CHARLES S. CARVER ; MICHAEL F. SCHEIER
Ⅰ. Behavior Is Goal Directed and Feedback Controlled = 42
A. Feedback Loops = 42
B. Reemergent Interest in Approach and Avoidance = 46
Ⅱ. Hierarchicality among Goals = 47
A. Premise : Goals Can Be Differentiated by Levels of Abstraction = 47
B. Action Identification = 48
C. Multiple Paths to High-Level Goals, Multiple Meanings in Concrete Action = 49
D. Goal Importance : Goals and the Self = 50
Ⅲ. Feedback Control and Creation of Affect = 51
A. Theory = 51
B. Research Evidence = 52
C. Cruise Control Model = 52
D. Affect from Discrepancy-Enlarging Loops = 53
E. Merging Affect and Action = 54
F. Is This Really a Feedback System? = 55
G. Shifts in Standards = 56
H. Comparison with Biological Models of Bases of Affect = 58
Ⅳ. Confidence and Doubt, Persistence and Giving Up = 60
A. Engagement versus Giving Up = 61
B. Is Disengagement Good or Bad? = 62
C. Hierarchicality and Importance Can Impede Disengagement = 63
D. Watersheds, Disjunctions, and Bifurcations among Responses = 63
Ⅴ. Dynamic Systems and Human Behavior = 64
A. Nonlinearity = 65
B. Sensitive Dependence on Initial Conditions = 66
C. Phase Space, Attractors, and Repellers = 67
D. Another Way of Picturing Attractors = 68
E. Goals as Attractors = 70
Ⅵ. Catastrophe Theory = 71
A. Hysteresis = 73
B. Some Applications of Catastrophe Theory = 74
C. Effort versus Disengagement = 75
Ⅶ. Concluding Comment = 78
References = 80
4 ASPECTS OF GOAL NETWORKS : IMPLICATIONS FOR SELF-REGULATION / JAMES Y. SHAHAND ARIE W. KRUGLANSKI
Ⅰ. A Structural Analysis of Goal Networks = 86
A. Equifinality and the Goals-Means Association = 88
B. Multifinality and the Means-Goals Association = 89
C. "Lateral" Associations within Goal Network Structure = 90
Ⅱ. Self-Regulatory Consequences of Goal Network Structure = 92
A. Goal Commitment = 92
B. Choice of Means = 94
C. How Means Are Experienced = 97
D. Means Substitution = 99
Ⅲ. Individual Differences in the Structure of Goals and Means = 102
A. Differences in Motivational Orientation = 102
B. Differences in Personal Goal Content = 105
C. Differences in Regulatory Experience = 105
Ⅳ. Comparison to Other Perspectives on Goal Networks = 106
Ⅴ. Future Directions : Interpersonal Goals = 107
Ⅵ. Conclusion = 107
References = 108
5 A FUNCTIONAL-DESIGN APPROACH TO MOTIVATION AND SELF-REGULATION : THE DYNAMICS OF PERSONALITY SYSTEMS AND INTERACTIONS / JULIUS KUHL
Ⅰ. Introduction = 111
A. Cognitive versus Dynamic Concepts of Motivation = 113
B. The Theory of Action Control = 114
Ⅱ. Dynamic Concepts in Classical Theories of Motivation = 116
A. Neglect of Subcognitive Mechanisms = 117
B. Underspecification of Dynamic Concepts = 118
Ⅲ. Aristotle's Dynamic Concepts = 121
A. Functional Explanation of Aristotle's Theory of Motivation = 122
B. Systems Interactions : Modulation of Connectivity among Subsystems = 123
Ⅳ. Personality Systems Interaction Theory = 126
A. Elementary Systems : Intuitive Behavior Control and Object Recognition = 127
B. High-Level Systems : Intention Memory and Analytical Thinking versus Extension Memory and Intuitive Feeling = 128
C. Affect-Cognition Modulation = 134
D. Microanalytic Testing of Dynamic Modulation Effects = 147
Ⅴ. Back to the Future : From Contents ot Mechanisms = 148
A. Reinterpretation of Familiar Phenomena = 149
B. Decomposing Self-Regulation : New Self-Report and Objective Assessment Techniques = 154
Ⅵ. Conclusion = 159
References = 163
6 PERSONALITY, SELF-REGULATION, AND ADAPTATION : A COGNITIVE-SOCIAL FRAMEWORK / GERALD MATTHEWS ; VICKI L. SCHWEAN ; SIAN E. CAMPBELL ; DONALD H. SAKLOFSKE ; ABDALLA A. R. MOHAMED
Ⅰ. Frameworks for Personality and Self-Regulation Research = 171
A. Constructs of the Cognitive-Social Framework = 172
B. A Cognitive Architecture for Self-Regulation = 174
C. Self-Regulation and Social Cognition = 175
D. Traits and Stable Individual Differences in Self-Regulation = 176
Ⅱ. Self-Regulation, Traits, and Cognitive Stress Processes = 177
A. Coping = 177
B. Appraisal = 179
C. Metacognition and Mood Awareness = 180
D. Worry = 181
Ⅲ. Personality and Self-Regulation of Reactions to Life Stress = 182
A. Neuroticism as a Predictor of Appraisal and Coping = 182
B. Mediation of Neuroticism Effects by Cognitive Stress Processes = 184
C. Dispositional Self-Consciousness and Cognitive Stress Processes = 185
Ⅳ. Personality and Self-Regulation in Performance Environments = 187
A. Cognitive-Attentional Mechanisms for Anxiety Effects on Performance = 187
B. Self-Regulation and Stress Processes in Performance Environments = 188
Ⅴ. Aggressive Behavior = 193
A. Cognitive Processes in Aggression = 194
B. Research Exploring Cognitive Distortions in Aggressive Children = 196
C. Research Exploring Cognitive Deficiencies in Aggressive Children = 197
D. Developing the Theory of Aggression and Self-Regulation = 198
Ⅵ. Conclusions = 199
References = 201
7 ORGANIZATION AND DEVELOPMENT OF SELF-UNDERSTANDING AND SELF-REGULATION : TOWARD A GENERAL THEORY / ANDREAS DEMETRIOU
Ⅰ. Introduction = 209
Ⅱ. The Architecture of Self-Aware and Self-Regulated Systems = 211
A. The Mind = 212
B. Temperament, Personality, Thinking Styles, and the Self = 222
C. Toward an Overarching Model of Mind, Personality, and Self = 226
Ⅲ. Development of Self-Understanding and Self-Regulation = 227
A. Development of the Child's Understanding of the Organization and Functioning of the Mind = 228
B. Development of Self-Representation = 232
C. Development of Self-Regulation = 234
Ⅳ. Explaining the Development of Self-Understanding and Self-Regulation = 237
A. Intraindividual Dynamics in the Development of Self-Understanding and Self-Regulation = 238
B. Interindividual Dynamics in the Development of Self-Understanding and Self-Regulation = 240
C. Looking to the Future : Integrating Research on Mind, Personality, and Self = 242
Ⅴ. Conclusions = 244
References = 246
8 THE ROLE OF INTENTION IN SELF-REGULATION : TOWARD INTENTIONAL SYSTEMIC MINDFULNESS / SHAUNA L. SHAPIRO ; GARY E. SCHWARTZ
Ⅰ. Systems Theory, Self-Regulation, and Mindfulness = 255
Ⅱ. Self-Regulation = 256
Ⅲ. Self-Regulation Techniques and Potential Limitations = 257
Ⅳ. Psychophysiological Research on Self-Regulation Physiology and Energy = 258
Ⅴ. Elaboration of an Expanded Self-Regulation Model : Intention = 259
Ⅵ. Intention = 260
Ⅶ. Intentional Systemic Mindfulness : Mindfulness Qualities and Systemic Perspectives = 260
Ⅷ. Applications of Intentional Systemic Mindfulness to Self-Regulation Techniques = 265
Ⅸ. Connectedness and Interconnectedness = 266
Ⅹ. General Principle of Intentional Systemic Mindfulness Interventions = 268
XI. Facilitating Intention Systemic Mindfulness = 268
XII. Directions for Future Research = 269
XIII. Implications for Health and Medicine = 269
XIV. Summary = 270
References = 270
9 COMMUNAL ASPECTS OF SELF-REGULATION / TAMARA JACKSON ; JEAN MACKENZIE ; STEVAN E. HOBFOLL
Ⅰ. Introduction = 275
A. Communal Regulation = 276
B. Embedded Social Components of Self-Regulation Models = 276
C. Individualistic Terms of Traditional Models of Self-Regulation = 280
D. Concept of Interreliance = 282
E. The Impact of Culture on Self-Regulatory Behaviors = 283
Ⅱ. Coping as Self-Regulation = 287
A. Social Context of Coping = 288
B. Multiaxial Model of Coping = 289
C. Communal Mastery = 291
D. Directions for Future Research = 294
Ⅲ. Summary and Conclusion = 295
References = 296
PART Ⅱ DOMAIN-SPECIFIC MODELS AND RESEARCH ON SELF-REGULATION
10 SELF-REGULATION IN ORGANIZATIONAL SETTINGS : A TALE OF TWO PARADIGMS / JEFFREY B. VANCOUVER
Ⅰ. Introduction = 303
Ⅱ. Definitions = 304
A. Self-Regulation = 304
B. Self-Regulated Learning = 306
C. Summary = 307
Ⅲ. Two Paradigms = 308
A. Cybernetic-Systems Paradigm = 309
B. The Decision-Marking Paradigm = 320
Ⅳ. The Paradigms in Industrial-Organizational Psychological Theories of Self-Regulation = 324
A. Goal-Setting Theory = 324
B. Social Cognitive Theory = 324
C. Action Theory = 326
D. Summary = 328
Ⅴ. Merging the Paradigms = 328
A. Learning in the Action Hierarchy = 328
B. Gates and Modes of Operation = 331
C. Some Data = 333
Ⅵ. Conclusion = 335
References = 336
11 SELF-REGULATION AND HEALTH BEHAVIOR : THE HEALTH BEHAVIOR GOAL MODEL / STAN MAES ; WINIFRED GEBHARDT
Ⅰ. Introduction = 343
Ⅱ. Current Health Behavior Models and Self-Regulation = 345
Ⅲ. Self-Regulation and the Personal Goal Structure = 350
Ⅳ. Goal Alignment, Goal Conflict, and Goal Balance = 352
Ⅴ. Goal Setting and Goal Orientation = 353
Ⅵ. Goals, Beliefs, and Emotions = 355
Ⅶ. The Self-Regulation Process = 355
Ⅷ. The Health Behavior Goal Model = 357
Ⅸ. Conclusion and Directions for Future Research = 363
References = 367
12 REGULATION, SELF-REGULATION, AND CONSTRUCTION OF THE SELF IN THE MAINTENANCE OF PHYSICAL HEALTH / SUSAN BROWNLEE ; HOWARD LEVENTHAL ; ELAINE A. LEVENTHAL
Ⅰ. The Self-Regulation Theme = 369
Ⅱ. Problem Solving, Self-Regulation, and Regulation of the Self = 370
A. Dimensions along Which Problem Solving Shades into Self-Regulation and Regulation of the Self = 371
Ⅲ. Modeling Problem Solving, Self-Regulation, and Self-Construction = 373
A. The Origins of the Common-Sense Model = 376
Ⅳ. Illness Cognition and Control Theory = 382
A. The Substance of Common-Sense Modeling = 384
Ⅴ. Coping Procedures : Generalized Factors versus If-Then Rules That Integrate Representations, Procedures, and Appraisals = 389
Ⅵ. The Self System = 393
A. Self as a Factor that Underlies and Moderates the Problem Space = 394
B. Redefining and Reorganizing the Self and Modifying Its Procedures = 398
C. The Social Environment = 402
Ⅶ. Summary and Concluding Comments = 407
References = 409
13 SELF-REGULATED LEARNING : FINDING A ABALANCE BETWEEN LEARNING GOALS AND EGO-PROTECTIVE GOALS / MONIQUE BOEKAERTS ; MARKKU NIEMIVIRTA
Ⅰ. Introduction = 417
Ⅱ. What Turns a Potential Learning Opportunity into a Situation that the Student Identifies as Such? = 418
A. When Opportunity and Felt Necessity Coincide = 419
B. Goals Viewed as Knowledge Structures that Guide Behavior = 421
Ⅲ. Self-Regulated Learning Originates in the Identification, Interpretation, and Appraisal of an Opportunity to Learn = 423
A. Identification of a Learning Situation = 424
B. Interpretation and Appraisal = 426
C. The Model of Adaptable Learning : Finding a Balance between Parallel Goals = 427
Ⅳ. Goal Setting : An Essential Aspect of Self-Regulated Learning = 431
A. Curtailed Goal Paths = 433
B. Goal Setting Based on Task-Focused and Self-Focused Interpretation = 436
Ⅴ. Self-Regulated Learning Implies Goal Striving = 439
A. Implementation Intentions = 439
B. Dealing with Strategy Failure = 440
C. Curtailed Goal Striving Should Not Be Equated with Failure of Self-Regulation = 442
Ⅵ. Conclusions and Future Directions = 445
References = 446
14 THE ROLE OF GOAL ORIENTATION IN SELF-REGULATED LEARNING / PAUL R. PINTRICH
Ⅰ. A General Framework for Self-Regulated Learning = 452
A. Regulation of Cognition = 456
B. Regulation of Motivation and Affect = 461
C. Regulation of Behavior = 466
D. Regulation of Context = 469
Ⅱ. Goal Orientation and Self-Regulated Learning = 472
A. Models of Goal Orientation = 474
B. Mastery Goals and Self-Regulated Learning = 479
C. Performance Goals and Self-Regulated Learning = 484
Ⅲ. Conclusions and Future Directions for Theory and Research = 489
References = 494
15 MOTIVATION AND ACTION IN SELF-REGULATED LEARNING / FALKO RHEINBERG ; REGINA VOLLMEYER ; WOLFRAM ROLLETT
Ⅰ. Introduction and Conceptual Framework = 503
Ⅱ. An Action Model for the Prediction of Learning Motivation = 507
A. Research Strategy = 507
B. A Cognitive Model of Motivation in Self-Regulated Learning = 508
C. Consequences for Enhancing Motivation in Classrooms = 512
D. Activity-Related Incentives = 513
E. Volittional Aspects of Self-Regulated Learning = 516
Ⅲ. Motivation, Learning, and Performance = 519
A. Motivational Influences during the Learning Process : Topic Interest and Text Learning = 520
B. Self-Regulated Learning with a Complex Computer-Simulated System = 520
Ⅳ. Two Aims for Further Research = 523
A. Search for Mediating Variables in Different Situations and Learning Tasks = 523
B. How to Overcome Aversive Learning Activities = 524
References = 525
16 MEASURING SELF-REGULATED LEARNING / PHILIP H. WINNE ; NANCY E. PERRY
Ⅰ. Measuring Intervenes in an Environment = 532
Ⅱ. Measurements of Self-Regulated Learning Reflect a Model of Self-Regulated Learning = 533
A. Components of Self-Regulated Learning = 533
B. Self-Regulated Learning as Aptitude = 534
C. Self-Regulated Learning as Event = 535
D. The Self-Regulated Learning Model of Winne and Hadwin = 536
E. Summary and Prelude to Measurements of Self-Regulated Learning = 541
Ⅲ. Protocols for Measuring Self-Regulated Learnign = 541
A. Measuring Self-Regulated Learning as an Aptitude = 542
B. Measuring Self-Regulated Learning as an Event = 549
Ⅳ. Issues in Measuring Self-Regulated Learning = 555
A. Targets for Measurement = 555
B. Metrics = 556
C. Sampling = 558
D. Technical Issues = 560
E. Utility = 561
Ⅴ. Conclusions and Future Directions = 562
References = 564
PART Ⅲ INTERVENTIONS AND APPLICATIONS OF SELF-REGULATION THEORY AND RESEARCH
17 SELF-REGULATION AND DISTRESS IN CLINICAL PSYCHOLOGY / NORMAN S. ENDLER ; NANCY L. KOCOVSKI
Ⅰ. Introduction = 569
Ⅱ. Self-Regulation and Addictive Behaviors = 572
A. Goal Setting and Addictive Behaviors = 573
B. Self-Monitoring and Addictive Behaviors = 574
C. Self-Evaluation and Addictive Behaviors = 575
D. Self-Reinforcement and Addictive Behaviors = 576
E. Implications for Traatment = 577
Ⅲ. Self-Regulation and Health = 578
A. Goal Setting and Health = 579
B. Self-Monitoring and Health = 580
C. Self-Evaluation and Health = 581
D. Self-Reinforcement and Health = 581
E. Implications for Treatment = 581
Ⅳ. Self-Regulation and Social Anxiety = 584
A. Goal Setting and Social Anxiety = 585
B. Self-Monitoring and Social Anxiety = 586
C. Self-Evaluation and Social Anxiety = 586
D. Self-Reinforcement and Social Anxiety = 587
E. Implications for Treatment = 587
Ⅴ. Self-Regulation and Depression = 588
A. Goal Setting and Depression = 588
B. Self-Monitoring and Depression = 589
C. Self-Evaluation and Depression = 589
D. Self-Reinforcement and Depression = 590
E. Implications for Treatment = 590
Ⅵ. Self-Regulation and Therapy = 591
Ⅶ. Summary and Conclusions = 592
References = 593
18 SELF-MANAGEMENT OF CHRONIC ILLNESS / THOMAS L. CREER
Ⅰ. Introduction = 601
Ⅱ. Characteristics of Chronic Illness = 602
A. Characteristics = 603
B. Psychological Factors = 603
C. Treatment Considerations = 604
Ⅲ. Treatment of Chronic Illness = 605
A. Explicit Plans and Guidelines = 605
B. Practice Redesigen = 605
C. Clinical Expertise = 606
D. Information = 606
E. Patient Education = 606
Ⅳ. Self-Management ; Setting the Stage = 606
A. Self-Regulation or Self-Managements? = 607
B. Recruitment of Staff = 608
C. Identification and Referral of Potential Subjects = 608
D. Recruitment of Subjects = 609
E. Expectancies = 609
F. Racial and Cultural Differences = 612
G. Task Demands = 612
Ⅴ. Processes of Self-Management = 613
A. Goal Selection = 613
B. Information Collection = 614
C. Information Processing and Evaluation = 615
D. Decision Making = 616
E. Action = 617
F. Self-Reaction = 617
Ⅵ. Discussion = 618
A. Development and Application of Self-Management Programs for Chronic Illness = 618
B. Recruitment and Retention of Patients in a Self-Management Program = 619
C. Maintenance of Self-Management Skills = 623
Ⅶ. Future Directions and Conclusions = 624
References = 626
19 SELF-REGULATION AND ACADEMIC LEARNING : SELF-EFFICACY ENHANCING INTERVENTIONS / DALE H. SCHUNK ; PEGGY A. ERTMER
Ⅰ. Introduction = 631
Ⅱ. Theoretical Framework = 633
A. Social Cognitive Theory of Self-Regulation = 633
B. Self-Efficacy and Self-Regulation = 633
C. Other Influential Processes = 634
Ⅲ. Research Evidence = 636
Ⅳ. Interventions to Enhance Self-Efficacy and Self-Regulation = 638
A. Goals = 639
B. Self-Monitoring and Perceptions of Progress = 640
C. Self-Evaluations = 641
Ⅴ. Future Research on Self-Regulation = 642
A. Instructional Components = 643
B. Self-Regulation in Content Areas = 644
C. Transfer of Self-Regulation Processes = 644
D. Self-Reflective Practice = 645
Ⅵ. Conclusion = 645
References = 646
20 TEACHER INNOVATIONS IN SELF-REGULATED LEARNING / JUDI RANDI ; LYN CORNO
Ⅰ. Introduction = 651
Ⅱ. Overview = 652
Ⅲ. Strategy Instruction Research in the Content Areas = 654
A. Strategy Instruction in Student-Centered, Project-Based Learning = 655
B. Strategy Instruction in Literature-Based Reading Programs = 657
Ⅳ. Strategy Instruction through Collaborative Innovation = 659
A. Definition of Collaborative Innovation = 660
B. Collaborative Innovation in Research on Self-Regulation Interventions = 660
C. Summary of the Distinctions between Teacher-and Researcher-Generated Innovations in Self-Regulated Learning = 664
Ⅴ. Developing a Model for Teaching Self-Regulated Learning through Story = 665
A. Self-Regulatory Process Analysis of the Journey Tale = 667
B. Instructional Model for Teaching Self-Regulated Learning through the Journey Tale = 671
Ⅵ. Collaborative Research : Future Possibilities = 679
Ⅶ. Summary = 681
References = 683
21 SELF-REGULATION : A CHARACTERISTIC AND A GOAL OF MATHEMATICS EDUCATION / ERIK DE CORTE ; LEIVEN VERSCHAFFEL ; PETER OP'T EYNDE
Ⅰ. Introduction = 687
Ⅱ. Learning Mathematics from Instruction : Outline of a Theoretical Framework = 688
Ⅲ. Students' Flaws in Self-Regulatory Skills and Beliefs = 692
A. Flaws in the Regulation of Cognitive Processes = 693
B. Flaws in the Regulation of Volitional Processes = 696
C. Flaws in Students' Beliefs = 698
Ⅳ. Fostering Students' Self-Regulation in Powerful Mathematics Learning Environments = 702
A. Teaching Metacognitive and Heuristic Stategies in Geometry = 702
B. Teaching Cognitive Self-Regulatory Skills to Seventh Graders = 705
C. The Jasper Project : Anchored Instruction of Mathematical Problem Solving = 709
D. A Powerful Learning Environment for Skilled Realistic Mathematical Problem Solving in the Upper Elementary School = 713
E. Looking Back to the Four Design Experiments = 718
Ⅴ. Conclusions and Future Directions for Research = 721
References = 722
22 SELF-REGULATION INTERVENTIONS WITH A FOCUS ON LEARNING STRATEGIES / CLAIRE ELLEN WEINSTEIN ; JENEFER HUSMAN ; DOUGLAS R. DIERKING
Ⅰ. Historical Overview = 728
Ⅱ. Learning Strategies Can Be Modified or Learned = 728
Ⅲ. The Nature of Strategies and Strategy Instruction = 730
Ⅳ. Types of Learning Strategies and Their Relationship to Other Strategic Learning Components = 731
Ⅴ. Model of Strategic Learning = 733
Ⅵ. Types of Strategy Instruction and Their Effectiveness = 733
Ⅶ. Important Components of Adjunct Courses = 737
Ⅷ. The Nature and Impact of a Course in Strategic Learning at the University of Texas = 738
Ⅸ. Future Directions for Learning Strategies Research = 743
References = 744
23 SELF-REGULATION : DIRECTIONS AND CHALLENGES FOR FUTURE RESEARCH / MOSHE ZEIDNER ; MONIQUE BOEKAERTS ; PAUL R. PINTRICH
Ⅰ. Developing a Tractable Conceptual Foundation and Consistent Nomenclature of Self-Regulation Constructs = 750
Ⅱ. Clarifying Self-Regulation Structure and Processes = 753
Ⅲ. Mapping Out the Nomological Network = 755
Ⅳ. Construction of More Refined Models = 756
Ⅴ. Refining Measurement of Self-Regulation Constructs = 757
Ⅵ. Improving Research Methodology = 759
Ⅶ. Exploring Interactions between Environment and Self-Regulation = 761
Ⅸ. Examining Developmental Differences in Self-Refulatory Skills = 764
Ⅹ. Examining Individual Differences in Self-Refulatory Skills = 764
XI. Applications = 765
XII. Training and Promotion of Self-Regulatory Concepts = 766
References = 768