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Handbook of Self-Regulation of Learning and Performance

Barry J. Zimmerman, Dale H. Schunk

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 Handbook of
Self-Regulation of Learning
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and Performance

Self-regulated learning (or self-regulation) refers to the process whereby learners personally acti-
vate and sustain cognitions, affects, and behaviors that are systematically oriented toward the at-
tainment of learning goals. This is the first book to integrate into a single volume all aspects of the
field of self-regulation of learning and performance: basic domains, applications to content areas,
instructional issues, methodological issues, and individual differences. It draws on research from
such diverse areas as cognitive, educational, clinical, social, and organizational psychology. Di-
stinguishing features include:
Chapter Structure—To ensure uniformity and coherence across chapters, each chapter author
addresses the theoretical ideas underlying their topic, research evidence bearing on these ideas,
future research directions, and implications for educational practice.
International—Because research on self-regulation is increasingly global, a significant number
of international contributors are included (see Table of Contents).
Readable—To make the book accessible to students, chapters have been carefully edited for
clarity, conciseness, and organizational consistency.
Expertise—All chapters are written by leading researchers from around the world who are high-
ly regarded experts on their particular topics and are active contributors to the field.

Barry J. Zimmerman is Distinguished Professor of Educational Psychology at the Graduate

Center of the City University of New York.
Dale H. Schunk is Dean of the School of Education at the University of North Carolina at
Greensboro and Professor of Curriculum and Instruction.
 EDUCATIONAL PSYCHOLOGY HANDBOOK SERIES
Series Editor: Patricia A. Alexander
University of Maryland
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Handbook of Self-Regulation of Learning and International Handbook of Research on

Performance Conceptual Change
Edited by Barry J. Zimmerman and Dale H. Schunk Edited by Stella Vosniadou

Handbook of Research on Learning and Handbook of Moral and Character Education

Instruction Edited by Larry P. Nucci and Darcia Narvaez
Edited by Patricia A. Alexander and Richard E.
Mayer
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Handbook of
Self-Regulation of Learning
and Performance

Edited by

Barry J. Zimmerman
Graduate Center, City University of New York
Dale H. Schunk
University of North Carolina at Greensboro
 First published 2011
by Routledge
270 Madison Avenue, New York, NY 10016
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Simultaneously published in the UK

by Routledge
2 Park Square, Milton Park, Abingdon, Oxon OX14 4RN

Routledge is an imprint of the Taylor & Francis Group, an informa business

© 2011 Taylor & Francis

The right of the editor to be identified as the author of the editorial material, and of the authors for
their individual chapters, has been asserted in accordance with sections 77 and 78 of the Copyright,
Designs and Patents Act 1988. 

All rights reserved. No part of this book may be reprinted or reproduced or utilised in any form
or by any electronic, mechanical, or other means, now known or hereafter invented, including
photocopying and recording, or in any information storage or retrieval system, without permission in
writing from the publishers.

Trademark notice: Product or corporate names may be trademarks or registered trademarks, and are
used only for identification and explanation without intent to infringe.

Library of Congress Cataloging in Publication Data

Handbook of self-regulation of learning and performance / edited by Barry J. Zimmerman,
Dale H. Schunk.
p. cm.
Includes bibliographical references and index.
1. Self-culture—Handbooks, manuals, etc. 2. Motivation in education—Handbooks, manuals, etc.
3. Academic achievement—Handbooks, manuals, etc. 4. Metacognition—Handbooks, manuals,
etc. I. Zimmerman, Barry J. II. Schunk, Dale H.
LC32.H36 2011
371.39’43—dc22
2010032541

ISBN13: 978-0-415-87111-2 (hbk)

ISBN13: 978-0-415-87112-9 (pbk)
ISBN13: 978-0-203-83901-0 (ebk)

Typeset in Times and Helvetica

by EvS Communication Networx, Inc.
Printed and bound in the United States of America on acid-free paper
by Edwards Brothers Inc.
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We dedicate this handbook to the memories of Frank Pajares, Paul R. Pintrich, and Michael
Pressley—exceptional self-regulation scholars, respected colleagues, and valued friends.
Their impressive theories, incisive research, and compelling educational applications continue
to shape our field.
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Contents

Acknowledgments xi
Contributors xiii

1
Self-Regulated Learning and Performance: An Introduction and an Overview 1
Barry J. Zimmerman and Dale H. Schunk

Part I
BASIC DOMAINS OF SELF-REGULATION OF LEARNING AND PERFORMANCE
The basic domains of self-regulation include: the cognitive and metacognitive domain, the
developmental domain, the motivational domain, and the social and environmental domain.
Although self-regulation in these domains overlap to some degree, each chapter focuses on a
different key issue regarding the self-regulation of learning and performance.

2
A Cognitive and Metacognitive Analysis of Self-Regulated Learning 15
Philip H. Winne

3
Influences on the Development of Academic Self-Regulatory Processes 33
Allan Wigfield, Susan L. Klauda, and Jenna Cambria

4
Motivational Sources and Outcomes of Self-Regulated Learning and Performance 49
Barry J. Zimmerman

5
Self-Regulated, Co-Regulated, and Socially Shared Regulation of Learning 65
Allyson Fiona Hadwin, Sanna Järvelä, and Mariel Miller

Part II
INSTRUCTIONAL ISSUES IN SELF-REGULATION OF LEARNING
AND PERFORMANCE
The second section of the book will focus on instructional issues in teaching self-regulation
skills in diverse contexts, such as during in-class instruction, during homework completion,
during learning from computers and hypermedia sources, and during learning from a mentor.

6
Self-Regulatory Training through Elementary-School Students’
Homework Completion 87
Heidrun Stoeger and Albert Ziegler
vii
 viii CONTENTS

7
Use of Hypermedia to Assess and Convey Self-Regulated Learning 102
Roger Azevedo, Amy Johnson, Amber Chauncey, and Arthur Graesser
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8
Studying Self-Regulated Learning in Classrooms 122
Nancy E. Perry and Ahmed Rahim

9
Facilitating Self-Regulated Learning Using Mentoring Approaches
with Doctoral Students 137
Carol A. Mullen

Part III
SELF-REGULATION OF LEARNING IN SPECIFIC CONTENT AREAS
The third section of the volume focuses on the adaptation of self-regulatory principles to
investigate their effectiveness on specific tasks, such as mathematics, reading, writing, athletic,
and musical skills.

10
Self-Regulation of Mathematical Knowledge and Skills 155
Erik De Corte, Lucia Mason, Fien Depaepe, and Lieven Verschaffel

11
Developing Self-Regulated Readers through Instruction for Reading Engagement 173
Stephen M. Tonks and Ana Taboada

12
Self-Regulated Learning Processes and Children’s Writing 187
Karen R. Harris, Steve Graham, Charles A. MacArthur, Robert Reid, and Linda H. Mason

13
Intentional Conceptual Change: The Self-Regulation of Science Learning 203
Gale M. Sinatra and Gita Taasoobshirazi

14
Acquisition of Sport Knowledge and Skill: The Role of Self-Regulatory Processes 217
Anastasia Kitsantas and Maria Kavussanu

15
Self-Regulation and Mastery of Musical Skills 234
Gary E. McPherson and James M. Renwick
 CONTENTS ix

Part IV
METHODOLOGICAL ISSUES IN ASSESSING SELF-REGULATION OF LEARNING
The fourth section of the book will examine methodological issues in assessing self-regulation
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of learning and performance, such as reliability, validity, diagnostic value, and sensitivity
to instruction. This section will include task-adaptive measures of self-regulatory processes
(e.g., diary measures of studying, think-aloud measures, microanalytic measures, case-study
measures, and meta-analytic methods) as well as task-specific measures (e.g., help-seeking, self-
efficacy beliefs, habit measures, and motivational strategies questionnaire).

16
Assessing Self-Regulated Learning Using Diary Measures with University Students 251
Bernhard Schmitz, Julia Klug, and Michaela Schmidt

17
Methodological and Assessment Issues in Research on Help Seeking 267
Stuart A. Karabenick

18
Assessing Self-Efficacy for Self-Regulated Learning 282
Dale H. Schunk and Ellen L. Usher

19
Assessing Strategies for the Self-Regulation of Motivation 298
Christopher A. Wolters, Maria B. Benzon, and Christina Arroyo-Giner

20
Assessing Self-Regulated Learning Using Think-Aloud Methods 313
Jeffrey Alan Greene, Jane Robertson, and Lara-Jeane Croker Costa

21
Emergence of Self-Regulated Learning Microanalysis: Historical Overview,
Essential Features, and Implications for Research and Practice 329
Timothy J. Cleary

22
Investigating Self-Regulated Learning Using In-Depth Case Studies 346
Deborah L. Butler

23
Studying Self-Regulation Habits 361
Lyn Corno

24
Assessing Students’ Acquisition of Self-Regulated Learning Skills Using Meta-Analysis 376
Charlotte Dignath van Ewijk
 x CONTENTS

Part V
INDIVIDUAL AND GROUP DIFFERENCES IN SELF-REGULATION OF LEARNING
This section of the book will examine individual differences in self-regulation of learning and
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performance. This section will include such topics as: describing self-regulation of affect and
emotions, the role of gender in self-regulation of learning, and the role of culture and cultural
identity in self-regulation.

25
Self-Regulated Learning in Academic Domains 393
Patricia A. Alexander, Daniel L. Dinsmore, Meghan M. Parkinson, and Fielding I. Winters

26
Emotions, Emotion Regulation, and Self-Regulation of Learning 408
Monique Boekaerts

27
The Influence of Gender on Students’ Self-Regulated Learning and Performance 426
Kay Bussey

28
Culture and Self-Regulation in Educational Contexts: Assessing the Relationship of Cultural
Group to Self-Regulation 442
Dennis M. McInerney

Author Index 465

Subject Index 481
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Acknowledgments

We are grateful for the many individuals who have contributed to the growth of interest in
self-regulation. We are especially indebted to our colleagues who authored chapters in this
handbook. Their research, scholarship, and dissemination of research results over several years
have produced levels of dedication and excitement in self-regulation that we never thought
possible. Our own thinking has been greatly influenced by Albert Bandura, whose writings led
us to explore ways to apply self-regulation to settings involving teaching and learning. We also
have appreciated our professional associations and conversations with many fine colleagues and
students who have helped us clarify and refine our ideas. We thank the editorial staff at Taylor
and Francis, especially our editor Lane Akers and editorial assistant, Alexandra Sharp, for their
assistance throughout this project. We express our gratitude also to Darshanand Ramdass for
his assistance in developing the Subject Index. Finally, special thanks are due to the countless
teachers, parents, coaches, and mentors, who work with students on a daily basis to help them
become self-regulated learners.

xi
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Contributors

Patricia A. Alexander, University of Maryland, College Park, Maryland

Christina Arroyo-Giner, University of Houston, Houston, Texas
Roger Azevedo, McGill University, Montreal, Canada
Maria B. Benzon, University of Houston, Houston, Texas
Monique Boekaerts, Leiden University, Leiden, The Netherlands, and KU Leuven
Kay Bussey, Macquarie University, Sydney, Australia
Deborah L. Butler, University of British Columbia, Vancouver, Canada
Jenna Cambria, University of Maryland, College Park, Maryland
Amber Chauncey, University of Memphis, Memphis, Tennessee
Timothy J. Cleary, University of Wisconsin – Milwaukee, Milwaukee, Wisconsin
Lyn Corno, Teachers College Columbia University, New York, New York
Lara-Jeane Croker Costa, University of North Carolina at Chapel Hill, Chapel Hill, North
Carolina
Erik De Corte, University of Leuven, Leuven, Belgium
Fien Depaepe, University of Leuven, Leuven, Belgium
Charlotte Dignath van Ewijk, University of Groningen, Groningen, The Netherlands
Daniel L. Dinsmore, University of Maryland, College Park, Maryland
Steve Graham, Vanderbilt University, Nashville, Tennessee
Arthur Graesser, University of Memphis, Memphis, Tennessee
Jeffrey Alan Greene, University of North Carolina at Chapel Hill, Chapel Hill, North Carolina
Allyson Fiona Hadwin, University of Victoria, Victoria, Canada
Karen R. Harris, Vanderbilt University, Nashville, Tennessee
Sanna Järvelä, University of Oulu, Oulu, Finland
Amy Johnson, University of Memphis, Memphis, Tennessee
Stuart A. Karabenick, University of Michigan, Ann Arbor, Michigan
Maria Kavussanu, University of Birmingham, Birmingham, UK
Anastasia Kitsantas, George Mason University, Fairfax, Virginia
xiii
 xiv CONTRIBUTORS

Susan L. Klauda, University of Maryland, College Park, Maryland

Julia Klug, Technische Universität Darmstadt, Darmstadt, Germany
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Charles A. MacArthur, University of Delaware, Newark, Delaware

Linda H. Mason, Pennsylvania State University, University Park, Pennsylvania
Lucia Mason, University of Padova, Padova, Italy
Dennis M. McInerney, Hong Kong Institute of Education, Hong Kong
Gary E. McPherson, University of Melbourne, Melbourne, Australia
Mariel Miller, University of Victoria, Victoria, Canada
Carol A. Mullen, University of North Carolina at Greensboro, Greensboro, North Carolina
Meghan M. Parkinson, University of Maryland, College Park, Maryland
Nancy E. Perry, University of British Columbia, Vancouver, Canada
Ahmed Rahim, University of British Columbia, Vancouver, Canada
Robert Reid, University of Nebraska-Lincoln, Lincoln, Nebraska
James M. Renwick, University of Sydney, Sydney, Australia
Jane Robertson, University of North Carolina at Chapel Hill, Chapel Hill, North Carolina
Michaela Schmidt, Saarland University, Saarbrücken, Germany
Bernhard Schmitz, Technische Universität Darmstadt, Darmstadt, Germany
Dale H. Schunk, The University of North Carolina at Greensboro, Greensboro, North Carolina
Gale M. Sinatra, University of Nevada, Las Vegas, Las Vegas, Nevada
Heidrun Stoeger, University of Regensburg, Regensburg, Germany
Gita Taasoobshirazi, University of Nevada, Las Vegas, Las Vegas, Nevada
Ana Taboada, George Mason University, Fairfax, Virginia
Stephen M. Tonks, Northern Illinois University, DeKalb, Illinois
Ellen L. Usher, University of Kentucky, Lexington, Kentucky
Lieven Verschaffel, University of Leuven, Leuven, Belgium
Allan Wigfield, University of Maryland, College Park, Maryland
Fielding I. Winters, University of Maryland, College Park, Maryland
Philip H. Winne, Simon Fraser University, Burnaby, Canada
Christopher A. Wolters, University of Houston, Houston, Texas
Albert Ziegler, University of Ulm, Ulm, Germany
Barry J. Zimmerman, Graduate Center City University of New York, New York