Source:New directions for teaching and learning ; no. 126, Jossey-Bass Inc., San Francisco, Calif., p.130 (2011)
Call Number:Cubb LB1031 .S446 2011
Keywords:Academic achievement, Achievement motivation, Motivation in education, Self-managed learning
Summary: This volume reports new findings associating students' self-regulation of learning with their academic achievement, motivation for learning, and use of cognitive and learning startegies. Self-regulation of learning is a hallmark of students' ability to remain goal-oriented while pursuing academic-specific intentions in postsecondary education. Protecting such long-term and temporally distant goals requires that college and university students be proactive in directing their learning experiences, guide their own behavior, seek help from appropriate sources, sustain motivation, and delay gratification. The authors suggest how college students can control their cognition and behavior to attain academic goals, select appropriate learning strategies, and monitor and evaluate their academic progress. This volume also calls the attention of students and educators to the vital role that self-regulation plays in every aspect of postsecondary education. The contributors provide compelling evidence supporting the notion that self-regulation is related to positive academic outcomes, such as delay of gratification, self-efficacy beliefs, and use of cognitive strategies, and that it is important for the training of teachers and school psychologists. The authors offer diverse vantage points from which students, teachers, administrators, and policy makers can orchestrate their efforts to empower students with self-regulatory learning strategies, appropriate motivational beliefs, and academic knowledge and skills.