Self-Regulated Learning and Academic Achievement Theory, Research, a
Self-regulated learning is a new approach to studying student academic achievement. In contrast to previous ability or environmental formulations that address the why of achievement, self-regulation models focus on how students activate, alter, and sustai
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Series Editor
Charles 1. Brainerd
Springer Series in Cognitive Development Series Editor: Charles J. Brainerd
(recent titles)
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(continued in back)
Barry 1. Zimmerman
Dale H. Schunk
Editors
Self-Regulated Learning and Academic Achievement Theory, Research, and Practice
Springer-Verlag New York Berlin Heidelberg London Paris Tokyo Hong Kong
Barry J. Zimmerman Doctoral Program in Educational Psychology Graduate School and University Center of the City University of New York New York, NY 10036 U.S.A.
Dale H. Schunk School of Education University of North Carolina Chapel Hill, NC 27514 U.S.A.
Library of Congress Cataloging-in-Publication Data Self-regulated learning and academic achievement: theory, research, and practice / Barry 1. Zimmerman, Dale H. Schunk, editors. p. cm. - (Springer series in cognitive development.) Includes bibliographies. I. Motivation in education. 2. Academic achievement. 3. Self -control. I. Zimmerman, Barry 1. II. Schunk, Dale H. III. Series. LB1065.S46 1989 89-10119 370. 15'4-dc20
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© 1989 by Springer-Verlag New York Inc. Softcover reprint of the hardcover 1st 1989
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