The editors, three psychologists based at universities in the Netherlands, US, and Israel, offer an overview of perspectives on self-regulation, a relatively new area in psychological research. The handbook's 23 chapters are organized in three sections: general theories and models of self-regulation that can be applied to many domains of human behavior; applications in educational, health, and organizational psychology; and the application of self-regulation constructs to improve practice. In focusing on the ways individuals guide and direct their own behavior, cognition, and affect, the contributors also explore the similarities and differences in the conceptual frameworks, paradigms, and methodologies of researchers in different areas of psychology. Annotation c. Book News, Inc., Portland, OR (booknews.com)
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
Arvustused
"The Handbook of Self-Regulation is a wonderful sourcebook reflecting the diversity of an emerging research area-one that will unquestionably become increasingly important in the future. The reader seeking to become acquainted with the area will be greatly rewarded by reading the book." --CONTEMPORARY PSYCHOLOGY
"...provide a good overview to treatment issues for many specific and common DSM-IV diagnoses... Overall, this book seems well suited to the beginning practitioner or graduate student who wishes to have a lot of basic information about empirically supported treatments for a variety of diagnoses in a single sourcebook. Its references and overviews would likely prove useful as well to more experienced therapists who are attempting to revive old knowledge or gain a quick introduction to an area with which they are unfamiliar." --PSYCHOLOGICAL REPORTS (Volume 89, Number 209-210, 2001)
"...the definitive psychology text on willpower" --John Cloud, TIME MAGAZINE (June 12, 2006)
Muu info
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
Foreword xxi About the Editors xxv Contributors xxvii Self-Regulation: An Introductory Overview Monique Boekaerts Paul R. Pintrich Moshe Zeidner PART 1 GENERAL THEORIES AND MODELS OF SELF-REGULATION Attaining Self-Regulation: A Social Cognitive Perspective Barry J. Zimmerman Introduction 13(2) A Triadic Definition of Self-Regulation 13(2) The Structure of Self-Regulatory Systems 15(9) Forethought Phase 16(2) Performance or Volitional Control Phase 18(3) Self-Reflection Phase 21(3) Social and Environmental Influences on Self-Regulation 24(2) Dysfunctions in Self-Regulation 26(2) Development of Self-Regulatory Skill 28(4) Future Research Directions 32(2) A Concluding Comment 34(8) References 35(7) On the Structure of Behavioral Self-Regulation Charles S. Carver Michael F. Scheier Behavior Is Goal Directed and Feedback Controlled 42(5) Feedback Loops 42(4) Reemergent Interest in Approach and Avoidance 46(1) Hierarchicality among Goals 47(4) Premise: Goals Can Be Differentiated by Levels of Abstraction 47(1) Action Identification 48(1) Multiple Paths to High-Level Goals, Multiple Meanings in Concrete Action 49(1) Goal Importance: Goals and the Self 50(1) Feedback Control and Creation of Affect 51(9) Theory 51(1) Research Evidence 52(1) Cruise Control Model 52(1) Affect from Discrepancy-Enlarging Loops 53(1) Merging Affect and Action 54(1) Is This Really a Feedback System? 55(1) Shifts in Standards 56(2) Comparison with Biological Models of Bases of Affect 58(2) Confidence and Doubt, Persistence and Giving Up 60(4) Engagement versus Giving Up 61(1) Is Disengagement Good or Bad? 62(1) Hierarchicality and Importance Can Impede Disengagement 63(1) Watersheds, Disjunctions, and Bifurcations among Responses 63(1) Dynamic Systems and Human Behavior 64(7) Nonlinearity 65(1) Sensitive Dependence on Initial Conditions 66(1) Phase Space, Attractors, and Repellers 67(1) Another Way of Picturing Attractors 68(2) Goals as Attractors 70(1) Catastrophe Theory 71(7) Hysteresis 73(1) Some Applications of Catastrophe Theory 74(1) Effort versus Disengagement 75(3) Concluding Comment 78(8) References 80(6) Aspects of Goal Networks: Implications for Self-Regulation James Y. Shah Arie W. Kruglanski A Structural Analysis of Goal Networks 86(6) Equifinality and the Goals---Means Association 88(1) Multifinality and the Means---Goals Association 89(1) Lateral Associations within Goal Networks 90(2) Self-Regulatory Consequences of Goal Network Structure 92(10) Goal Commitment 92(2) Choice of Means 94(3) How Means Are Experienced 97(2) Means Substitution 99(3) Individual Differences in the Structure of Goals and Means 102(4) Differences in Motivational Orientation 102(3) Differences in Personal Goal Content 105(1) Differences in Regulatory Experience 105(1) Comparison to Other Perspectives on Goal Networks 106(1) Future Directions: Interpersonal Goals 107(1) Conclusion 107(4) References 108(3) A Functional-Design Approach to Motivation and Self-Regulation: The Dynamics of Personality Systems and Interactions Julius Kuhl Introduction 111(5) Cognitive versus Dynamic Concepts of Motivation 113(1) The Theory of Action Control 114(2) Dynamic Concepts in Classical Theories of Motivation 116(5) Neglect of Subcognitive Mechanisms 117(1) Underspecification of Dynamic Concepts 118(3) Aristotles Dynamic Concepts 121(5) Functional Explanation of Aristotles Theory of Motivation 122(1) Systems Interactions: Modulation of Connectivity among Subsystems 123(3) Personality Systems Interaction Theory 126(22) Elementary Systems: Intuitive Behavior Control and Object Recognition 127(1) High-Level Systems: Intention Memory and Analytical Thinking versus Extension Memory and Intuitive Feeling 128(6) Affect--Cognition Modulation 134(13) Microanalytic Testing of Dynamic Modulation Effects 147(1) Back to the Future: From Contents to Mechanisms 148(11) Reinterpretation of Familiar Phenomena 149(5) Decomposing Self-Regulation: New Self-Report and Objective Assessment Techniques 154(5) Conclusion 159(12) References 163(8) Personality, Self-Regulation, and Adaptation: A Cognitive--Social Framework Gerald Matthews Vicki L. Schwean Sian E. Campbell Donald H. Saklofske Abdalla A. R. Mohamed Frameworks for Personality and Self-Regulation Research 171(6) Constructs of the Cognitive--Social Framework 172(2) A Cognitive Architecture for Self-Regulation 174(1) Self-Regulation and Social Cognition 175(1) Traits and Stable Individual Differences in Self-Regulation 176(1) Self-Regulation, Traits, and Cognitive Stress Processes 177(5) Coping 177(2) Appraisal 179(1) Metacognition and Mood Awarenes 180(1) Worry 181(1) Personality and Self-Regulation of Reactions to Life Stress 182(5) Neuroticism as a Predictor of Appraisal and Coping 182(2) Mediation of Neuroticism Effects by Cognitive Stress Processes 184(1) Dispositional Self-Consciousness and Cognitive Stress Processes 185(2) Personality and Self-Regulation in Performance Environments 187(6) Cognitive--Attentional Mechanisms for Anxiety Effects on Performance 187(1) Self-Regulation and Stress Processes in Performance Environments 188(5) Aggressive Behavior 193(6) Cognitive Processes in Aggression 194(2) Research Exploring Cognitive Distortions in Aggressive Children 196(1) Research Exploring Cognitive Deficiencies in Aggressive Children 197(1) Developing the Theory of Aggression and Self-Regulation 198(1) Conclusions 199(10) References 201(8) Organization and Development of Self-Understanding and Self-Regulation: Toward a General Theory Andreas Demetriou Introduction 209(2) The Architecture of Self-Aware and Self-Regulated Systems 211(16) The Mind 212(10) Temperament, Personality, Thinking Styles, and the Self 222(4) Toward an Overarching Model of Mind, Personality, and Self 226(1) Development of Self-Understanding and Self-Regulation 227(10) Development of the Childs Understanding of the Organization and Functioning of the Mind 228(4) Development of Self-Representation 232(2) Development of Self-Regulation 234(3) Explaining the Development of Self-Understanding and Self-Regulation 237(7) Intraindividual Dynamics in the Development of Self-Understanding and Self-Regulation 238(2) Interindividual Dynamics in the Development of Self-Understanding and Self-Regulation 240(2) Looking to the Future: Integrating Research on Mind, Personality, and Self 242(2) Conclusions 244(11) References 246(9) The Role of Intention in Self-Regulation: Toward Intentional Systemic Mindfulness Shauna L. Shapiro Gary E. Schwartz Systems Theory, Self-Regulation, and Mindfulness 255(1) Self-Regulation 256(1) Self-Regulation Techniques and Potential Limitations 257(1) Psychophysiological Research on Self-Regulation---Physiology and Energy 258(1) Elaboration of an Expanded Self-Regulation Model: Intention 259(1) Intention 260(1) Intentional Systemic Mindfulness: Mindfulness Qualities and Systemic Perspectives 260(5) Applications of Intentional Systemic Mindfulness to Self-Regulation Techniques 265(1) Connectedness and Interconnectedness 266(2) General Principle of Intentional Systemic Mindfulness Interventions 268(1) Facilitating Intention Systemic Mindfulness 268(1) Directions for Future Research 269(1) Implications for Health and Medicine 269(1) Summary 270(5) References 270(5) Communal Aspects of Self-Regulation Tamara Jackson Jean Mackenzie Stevan E. Hobfoll Introduction 275(12) Communal Regulation 276(1) Embedded Social Components of Self-Regulation Models 276(4) Individualistic Terms of Traditional Models of Self-Regulation 280(2) Concept of Interreliance 282(1) The Impact of Culture on Self-Regulatory Behaviors 283(4) Coping as Self-Regulation 287(8) Social Context of Coping 288(1) Multiaxial Model of Coping 289(2) Communal Mastery 291(3) Directions for Future Research 294(1) Summary and Conclusion 295(8) References 296(7) PART II DOMAIN-SPECIFIC MODELS AND RESEARCH ON SELF-REGULATION Self-Regulation in Organizational Settings: A Tale of Two Paradigms Jeffrey B. Vancouver Introduction 303(1) Definitions 304(4) Self-Regulation 304(2) Self-Regulated Learning 306(1) Summary 307(1) Two Paradigms 308(16) Cybernetic--Systems Paradigm 309(11) The Decision-Making Paradigm 320(4) The Paradigms in Industrial--Organizational Psychological Theories of Self-Regulation 324(4) Goal-Setting Theory 324(1) Social Cognitive Theory 324(2) Action Theory 326(2) Summary 328(1) Merging the Paradigms 328(7) Learning in the Action Hierarchy 328(3) Gates and Modes of Operation 331(2) Some Data 333(2) Conclusion 335(8) References 336(7) Self-Regulation and Health Behavior: The Health Behavior Goal Model Stan Maes Winifred Gebhardt Introduction 343(2) Current Health Behavior Models and Self-Regulation 345(5) Self-Regulation and the Personal Goal Structure 350(2) Goal Alignment, Goal Conflict, and Goal Balance 352(1) Goal Setting and Goal Orientation 353(2) Goals, Beliefs, and Emotions 355(1) The Self-Regulation Process 355(2) The Health Behavior Goal Model 357(6) Conclusion and Directions for Future Research 363(6) References 367(2) Regulation, Self-Regulation, and Construction of the Self in the Maintenance of Physical Health Susan Brownlee Howard Leventhal Elaine A. Leventhal The Self-Regulation Theme 369(1) Problem Solving, Self-Regulation, and Regulation of the Self 370(3) Dimensions along Which Problem Solving Shades into Self-Regulation and Regulation of the Self 371(2) Modeling Problem Solving, Self-Regulation, and Self-Construction 373(9) The Origins of the Common-Sense Model 376(6) Illness Cognition and Control Theory 382(7) The Substance of Common-Sense Modeling 384(5) Coping Procedures: Generalized Factors versus If--Then Rules That Integrate Representations, Procedures, and Appraisals 389(4) The Self System 393(14) Self as a Factor that Underlies and Moderates the Problem Space 394(4) Redefining and Reorganizing the Self and Modifying Its Procedures 398(4) The Social Environment 402(5) Summary and Concluding Comments 407(10) References 409(8) Self-Regulated Learning: Finding a Balance between Learning Goals and Ego-Protective Goals Monique Boekaerts Markku Niemivirta Introduction 417(1) What Turns a Potential Learning Opportunity into a Situation that the Student Identifies as Such? 418(5) When Opportunity and Felt Necessity Coincide 419(2) Goals Viewed as Knowledge Structures that Guide Behavior 421(2) Self-Regulated Learning Originates in the Identification, Interpretation, and Appraisal of an Opportunity to Learn 423(8) Identification of a Learning Situation 424(2) Interpretation and Appraisal 426(1) The Model of Adaptable Learning: Finding a Balance between Parallel Goals 427(4) Goal Setting: An Essential Aspect of Self-Regulated Learning 431(8) Curtailed Goal Paths 433(3) Goal Setting Based on Task-Focused and Self-Focused Interpretation 436(3) Self-Regulated Learning Implies Goal Striving 439(6) Implementation Intentions 439(1) Dealing with Strategy Failure 440(2) Curtailed Goal Striving Should Not Be Equated with Failure of Self-Regulation 442(3) Conclusions and Future Directions 445(7) References 446(6) The Role of Goal Orientation in Self-Regulated Learning Paul R. Pintrich A General Framework for Self-Regulated Learning 452(20) Regulation of Cognition 456(5) Regulation of Motivation and Affect 461(5) Regulation of Behavior 466(3) Regulation of Context 469(3) Goal Orientation and Self-Regulated Learning 472(17) Models of Goal Orientation 474(5) Mastery Goals and Self-Regulated Learning 479(5) Performance Goals and Self-Regulated Learning 484(5) Conclusions and Future Directions for Theory and Research 489(14) References 494(9) Motivation and Action in Self-Regulated Learning Falko Rheinberg Regina Vollmeyer Wolfram Rollett Introduction and Conceptual Framework 503(4) An Action Model for the Prediction of Learning Motivation 507(12) Research Strategy 507(1) A Cognitive Model of Motivation in Self-Regulated Learning 508(4) Consequences for Enhancing Motivation in Classrooms 512(1) Activity-Related Incentives 513(3) Volitional Aspects of Self-Regulated Learning 516(3) Motivation, Learning, and Performance 519(4) Motivational Influences during the Learning Process: Topic Interest and Text Learning 520(1) Self-Regulated Learning with a Complex Computer-Simulated System 520(3) Two Aims for Further Research 523(9) Search for Mediating Variables in Different Situations and Learning Tasks 523(1) How to Overcome Aversive Learning Activities 524(1) References 525(7) Measuring Self-Regulated Learning Philip H. Winne Nancy E. Perry Measuring Intervenes in an Environment 532(1) Measurements of Self-Regulated Learning Reflect a Model of Self-Regulated Learning 533(8) Components of Self-Regulated Learning 533(1) Self-Regulated Learning as Aptitude 534(1) Self-Regulated Learning as Event 535(1) The Self-Regulated Learning Model of Winne and Hadwin 536(5) Summary and Prelude to Measurements of Self-Regulated Learning 541(1) Protocols for Measuring Self-Regulated Learning 541(14) Measuring Self-Regulated Learning as an Aptitude 542(7) Measuring Self-Regulated Learning as an Event 549(6) Issues in Measuring Self-Regulated Learning 555(7) Targets for Measurement 555(1) Metrics 556(2) Sampling 558(2) Technical Issues 560(1) Utility 561(1) Conclusions and Future Directions 562(7) References 564(5) PART III INTERVENTIONS AND APPLICATIONS OF SELF-REGULATION THEORY AND RESEARCH Self-Regulation and Distress in Clinical Psychology Norman S. Endler Nancy L. Kocovski Introduction 569(3) Self-Regulation and Addictive Behaviors 572(6) Goal Setting and Addictive Behaviors 573(1) Self-Monitoring and Addictive Behaviors 574(1) Self-Evaluation and Addictive Behaviors 575(1) Self-Reinforcement and Addictive Behaviors 576(1) Implications for Treatment 577(1) Self-Regulation and Health 578(6) Goal Setting and Health 579(1) Self-Monitoring and Health 580(1) Self-Evaluation and Health 580(1) Self-Reinforcement and Health 581(1) Implications for Treatment 581(3) Self-Regulation and Social Anxiety 584(4) Goal Setting and Social Anxiety 585(1) Self-Monitoring and Social Anxiety 586(1) Self-Evaluation and Social Anxiety 586(1) Self-Reinforcement and Social Anxiety 587(1) Implications for Treatment 587(1) Self-Regulation and Depression 588(3) Goal Setting and Depression 588(1) Self-Monitoring and Depression 589(1) Self-Evaluation and Depression 589(1) Self-Reinforcement and Depression 590(1) Implications for Treatment 590(1) Self-Regulation and Therapy 591(1) Summary and Conclusions 592(9) References 593(8) Self-Management of Chronic Illness Thomas L. Creer Introduction 601(1) Characteristics of Chronic Illness 602(3) Characteristics 603(1) Psychological Factors 603(1) Treatment Considerations 604(1) Treatment of Chronic Illness 605(1) Explicit Plans and Guidelines 605(1) Practice Redesign 605(1) Clinical Expertise 606(1) Information 606(1) Patient Education 606(1) Self-Management: Setting the Stage 606(7) Self-Regulation or Self-Management? 607(1) Recruitment of Staff 608(1) Identification and Referral of Potential Subjects 608(1) Recruitment of Subjects 609(1) Expectancies 609(3) Racial and Cultural Differences 612(1) Task Demands 612(1) Processes of Self-Management 613(5) Goal Selection 613(1) Information Collection 614(1) Information Processing and Evaluation 615(1) Decision Making 616(1) Action 617(1) Self-Reaction 617(1) Discussion 618(6) Development and Application of Self-Management Programs for Chronic Illness 618(1) Recruitment and Retention of Patients in a Self-Management Program 619(4) Maintenance of Self-Management Skills 623(1) Future Directions and Conclusions 624(7) References 626(5) Self-Regulation and Academic Learning: Self-Efficacy Enhancing Interventions Dale H. Schunk Peggy A. Ertmer Introduction 631(2) Theoretical Framework 633(3) Social Cognitive Theory of Self-Regulation 633(1) Self-Efficacy and Self-Regulation 633(1) Other Influential Processes 634(2) Research Evidence 636(2) Interventions to Enhance Self-Efficacy and Self-Regulation 638(4) Goals 639(1) Self-Monitoring and Perceptions of Progress 640(1) Self-Evaluations 641(1) Future Research on Self-Regulation 642(3) Instructional Components 643(1) Self-Regulation in Content Areas 644(1) Transfer of Self-Regulation Processes 644(1) Self-Reflective Practice 645(1) Conclusion 645(6) References 646(5) Teacher Innovations in Self-Regulated Learning Judi Randi Lyn Corno Introduction 651(1) Overview 652(2) Strategy Instruction Research in the Content Areas 654(5) Strategy Instruction in Student-Centered, Project-Based Learning 655(2) Strategy Instruction in Literature-Based Reading Programs 657(2) Strategy Instruction through Collaborative Innovation 659(6) Definition of Collaborative Innovation 660(1) Collaborative Innovation in Research on Self-Regulation Interventions 660(4) Summary of the Distinctions between Teacher-and Researcher-Generated Innovations in Self-Regulated Learning 664(1) Developing a Model for Teaching Self-Regulated Learning through Story 665(14) Self-Regulatory Process Analysis of the Journey Tale 667(4) Instructional Model for Teaching Self-Regulated Learning through the Journey Tale 671(8) Collaborative Research: Future Possibilities 679(2) Summary 681(6) References 683(4) Self-Regulation: A Characteristic and a Goal of Mathematics Education Erik De Corte Lieven Verschaffel Peter Op T Eynde Introduction 687(1) Learning Mathematics from Instruction: Outline of a Theoretical Framework 688(4) Students Flaws in Self-Regulatory Skills and Beliefs 692(10) Flaws in the Regulation of Cognitive Processes 693(3) Flaws in the Regulation of Volitional Processes 696(2) Flaws in Students Beliefs 698(4) Fostering Students Self-Regulation in Powerful Mathematics Learning Environments 702(19) Teaching Metacognitive and Heuristic Strategies in Geometry 702(3) Teaching Cognitive Self-Regulatory Skills to Seventh Graders 705(4) The Jasper Project: Anchored Instruction of Mathematical Problem Solving 709(4) A Powerful Learning Environment for Skilled Realistic Mathematical Problem Solving in the Upper Elementary School 713(5) Looking Back to the Four Design Experiments 718(3) Conclusions and Future Directions for Research 721(7) References 722(6) Self-Regulation Interventions with a Focus on Learning Strategies Claire Ellen Weinstein Jenefer Husman Douglas R. Dierking Historical Overview 728(1) Learning Strategies Can Be Modified or Learned 728(2) The Nature of Strategies and Strategy Instruction 730(1) Types of Learning Strategies and Their Relationship to Other Strategic Learning Components 731(2) Model of Strategic Learning 733(1) Types of Strategy Instruction and Their Effectiveness 733(4) Important Components of Adjunct Courses 737(1) The Nature and Impact of a Course in Stategic Learning at the University of Texas 738(5) Future Directions for Learning Strategies Research 743(7) References 744(6) Self-Regulation: Directions and Challenges for Future Research Moshe Zeidner Monique Boekaerts Paul R. Pintrich Developing a Tractable Conceptual Foundation and Consistent Nomenclature of Self-Regulation Constructs 750(3) Clarifying Self-Regulation Structure and Processes 753(2) Mapping Out the Nomological Network 755(1) Construction of More Refined Models 756(1) Refining Measurement of Self-Regulation Constructs 757(2) Improving Research Methodology 759(2) Exploring Interactions between Environment and Self-Regulation 761(2) Acquisition and Transmission of Self-Regulatory Skills 763(1) Examining Developmental Differences in Self-Regulatory Skills 764(1) Examining Individual Differences in Self-Regulatory Skills 764(1) Applications 765(1) Training and Promotion of Self-Regulatory Concepts 766(3) References 768(1) Index 769
Monique Boekaerts is Professor of Educational Psychology at Leiden University (The Netherlands) and chairs the Research Committee of the Faculty of Social Sciences. As a principle investigator, she is supervising a national school reform program in vocational schools. Her main field of interest is self-regulated learning with a focus on motivation, volitional control, coping with stress, and soliciting social support. President-elect of the European Association of Learning and Instruction and President of the Educational and Institutional Psychology division of the International Association of Applied Psychology, she has written over 100 scientific articles and book chapters. She serves as associate editor of Learning and Instruction and as reviewer for several international and European journals. Moshe Zeidner is Professor of Educational and Social Psychology at the University of Haifa, Israel. He serves as Director of the Center for the Interdisciplinary Research on Emotions and Scientific Director of the Laboratory for Cross-Cultural Research in Personality and Individual Differences. His main field of interest is personality and individual differences research, with particular concern for anxiety, stress and coping, and the personality-intelligence interface. He is series editor for two series: Human Emotions, and Human Exceptionality. He also serves as Associate Editor of Anxiety, Stress, and Coping: An International Journal and a reviewer for a number of APA journals. He is the author of over 100 scientific papers and chapters and his recent books include: Test Anxiety: The State of the Art, (1998), Handbook of Coping, Stress, Anxiety, and Coping in Academic Settings, and, International Handbook of Personality and Intelligence.
