ISBN: 9780805813357 - self-regulation of learning and performance: issues and educational applications (22 Ergebnisse)

Zustand: Good. Good condition. A copy that has been read but remains intact. May contain markings such as bookplates, stamps, limited notes and highlighting, or a few light stains.

Paperback. Zustand: New. Brand new book, sourced directly from publisher. Dispatch time is 7-8 days from our warehouse. Book will be sent in robust, secure packaging to ensure it reaches you securely.

Zustand: As New. Unread book in perfect condition.

Zustand: New.

Zustand: New. Satisfaction Guaranteed or your money back.

Zustand: New.

Zustand: As New. Unread book in perfect condition.

Zustand: New.

Zustand: New. pp. 342.

Paperback / softback. Zustand: New. New copy - Usually dispatched within 4 working days.

Zustand: New. pp. 342.

Zustand: New. In recent years, educators have become increasingly concerned with students' attempts to manage their own learning and achievement efforts through activities that influence the instigation, direction and persistence of those efforts. This book covers research into this area. Editor(s): Schunk, Dale H.; Zimmerman, Barry J. Num Pages: 344 pages, 1, black & white illustrations. BIC Classification: JMRL; JNC. Category: (P) Professional & Vocational; (UP) Postgraduate, Research & Scholarly; (UU) Undergraduate. Dimension: 229 x 152 x 18. Weight in Grams: 544. . 1994. 1st Edition. paperback. . . . . …

Zustand: New. In English.

Zustand: New. In recent years, educators have become increasingly concerned with students' attempts to manage their own learning and achievement efforts through activities that influence the instigation, direction and persistence of those efforts. This book covers research into this area. Editor(s): Schunk, Dale H.; Zimmerman, Barry J. Num Pages: 344 pages, 1, black & white illustrations. BIC Classification: JMRL; JNC. Category: (P) Professional & Vocational; (UP) Postgraduate, Research & Scholarly; (UU) Undergraduate. Dimension: 229 x 152 x 18. Weight in Grams: 544. . 1994. 1st Edition. paperback. . . . . Books ship from the US and Ireland. …

Paperback. Zustand: Brand New. 1st edition. 344 pages. 9.25x6.25x1.00 inches. In Stock.

Zustand: New. pp. 342 23:B&W 6 x 9 in or 229 x 152 mm Perfect Bound on White w/Gloss Lam This item is printed on demand.

PF. Zustand: New. This item is printed on demand. Brand new book, sourced directly from publisher. Dispatch time is 6-7 days from our warehouse. Book will be sent in robust, secure packaging to ensure it reaches you securely.

PAP. Zustand: New. New Book. Shipped from UK. THIS BOOK IS PRINTED ON DEMAND. Established seller since 2000.

PAP. Zustand: New. New Book. Delivered from our UK warehouse in 4 to 14 business days. THIS BOOK IS PRINTED ON DEMAND. Established seller since 2000.

Paperback / softback. Zustand: New. This item is printed on demand. New copy - Usually dispatched within 5-9 working days.

Zustand: New. Dieser Artikel ist ein Print on Demand Artikel und wird nach Ihrer Bestellung fuer Sie gedruckt. Dale H. Schunk, Barry J. ZimmermanIn recent years, educators have become increasingly concerned with students attempts to manage their own learning and achievement efforts through activities that influence the instigation, direction and persiste.…

Taschenbuch. Zustand: Neu. nach der Bestellung gedruckt Neuware - Printed after ordering - In recent years, educators have become increasingly concerned with students' attempts to manage their own learning and achievement efforts through activities that influence the instigation, direction and persistence of those efforts. In 1989, Zimmerman and Schunk edited the first book devoted to this topic. They assembled key theorists offering a range of perspectives on how students self-regulate their academic functioning. One purpose of that volume was to provide theoretical direction to ongoing as well as nascent efforts to explore academic self-regulatory processes. Since that date, there has been an exponential surge in research. This second volume on academic self-regulation offers the fruits of the first generation of research. It also addresses a number of key issues that have arisen since then such as how self-regulation differs from such related constructs as motivation and metacognition, and whether students can be taught self-regulatory skills. The contributors reveal an interesting, uplifting, and at times, disturbing picture of how students grapple with the day-to-day problems of achieving in circumstances with inherent limitations and obstacles. This volume provides insight into the source of students' capabilities to surmount adversities -- the origins of their self-initiated processes designed to improve learning, motivation, and achievement. The text is organized on the basis of a conceptual framework that analyzes academic self-regulation into four major dimensions. That model is presented in the first chapter, and key processes that influence each of these dimensions are discussed by prominent researchers in the chapters that follow. Because each chapter is written to follow a common format, this work provides a level of continuity and parsimony normally found only in authored textbooks.…