Handbook of Self-Regulation

Front Cover

Handbook of Self-Regulation

Copyright Page

Contents

Foreword

About the Editors

Contributors

Chapter 1. Self-Regulation: An Introductory Overview

Part I: General Theories and Models of Self-Regulation

Chapter 2. Attaining Self-Regulation: A Social Cognitive Perspective

I. Introduction

II. The Structure of Self-Regulatory Systems

III. Social and Environmental Influences on Self-Regulation

IV. Dysfunctions in Self-Regulation

V. Development of Self-Regulatory Skill

VI. Future Research Directions

VII. A Concluding Comment

References

Chapter 3. On the Structure of Behavioral Self-Regulation

I. Behavior Is Goal Directed and Feedback Controlled

II. Hierarchicality among Goals

III. Feedback Control and Creation of Affect

IV. Confidence and Doubt, Persistence and Giving Up

V. Dynamic Systems and Human Behavior

VI. Catastrophe Theory

VII. Concluding Comment

References

Chapter 4. Aspects of Goal Networks: Implications for Self-Regulation

I. A Structural Analysis of Goal Networks

II. Self-Regulatory Consequences of Goal Network Structure

III. Individual Differences in the Structure of Goals and Means

IV. Comparison to Other Perspectives on Goal Networks

V. Future Directions: Interpersonal Goals

VI. Conclusion

References

Chapter 5. A Functional-Design Approach to Motivation and Self-Regulation: The Dynamics of Personality Systems and Interactions

I. Introduction

II. Dynamic Concepts in Classical Theories of Motivation

III. Aristotle's Dynamic Concepts

IV. Personality Systems Interaction Theory

V. Back To The Future: From Contents to Mechanisms

VI. Conclusion

References

Chapter 6. Personality, Self-Regulation, and Adaptation: A Cognitive–Social Framework

I. Frameworks for Personality and Self-Regulation Research

II. Self-Regulation, Traits, and Cognitive Stress Processes

III. Personality and Self-Regulation of Reactions to Life Stress

IV. Personality and Self-Regulation in Performance Environments

V. Aggressive Behavior

VI. Conclusions

References

Chapter 7. Organization and Development of Self-Understanding and Self-Regulation: Toward a General Theory

I. Introduction

II. The Architecture of Self-Aware and Self-Regulated Systems

III. Development of Self-Understanding and Self-Regulation

IV. Explaining the Development of Self-Understanding and Self-Regulation

V. Conclusions

References

Chapter 8. The Role of Intention in Self-Regulation: Toward Intentional Systemic Mindfulness

I. Systems Theory, Self-Regulation, and Mindfulness

II. Self-Regulation

III. Self-Regulation Techniques and Potential Limitations

IV. Psychophysiological Research on Self-Regulation—Physiology and Energy

V. Elaboration of an Expanded Self-Regulation Model: Intention

VI. Intention

VII. Intentional Systemic Mindfulness: Mindfulness Qualities and Systemic Perspectives

VIII. Applications of Intentional Systemic Mindfulness to Self-Regulation Techniques

IX. Connectedness and Interconnectedness

X. General Principle of Intentional Systemic Mindfulness Interventions

XI. Facilitating Intention Systemic Mindfulness

XII. Directions for Future Research

XIII. Implications for Health and Medicine

XIV. Summary

References

Chapter 9. Communal Aspects of Self-Regulation

I. Introduction

II. Coping as Self-Regulation

III. Summary and Conclusion

References

Part II: Domain-Specific Models and Research on Self-Regulation

Chapter 10. Self-Regulation in Organizational Settings: A Tale of Two Paradigms

I. Introduction

II. Definitions

III. Two Paradigms

IV. The Paradigms in Industrial-Organizational Psychological Theories of Self-regulation

V. Merging the Paradigms

VI. Conclusion

References

Chapter 11. Self-Regulation and Health Behavior: The Health Behavior Goal Model

I. Introduction

II. Current Health Behavior Models and Self-Regulation

III. Self-regulation and the Personal Goal Structure

IV. Goal Alignment, Goal Conflict, and Goal Balance

V. Goal Setting and Goal Orientation

VI. Goals, Beliefs, and Emotions

VII. The Self-Regulation Process

VIII. The Health Behavior Goal Model

IX. Conclusion and Directions for Future Research

References

Chapter 12. Regulation, Self-Regulation, and Construction of the Self in the Maintenance of Physical Health

I. The Self-Regulation Theme

II. Problem Solving, Self-Regulation, and Regulation of the Self

III. Modeling Problem Solving, Self-Regulation, and Self-Construction

IV. Illness Cognition and Control Theory

V. Coping Procedures: Generalized Factors Versus If–Then Rules That Integrate Representations, Procedures, and Appraisals

VI. The Self System

VII. Summary and Concluding Comments

References

Chapter 13. Self-Regulated Learning: Finding a Balance Between Learning Goals and Ego-protective Goals

I. Introduction

II. What Turns a Potential Learning Opportunity into a Situation that the Student Identifies as Such?

III. Self-Regulated Learning Originates in the Identification, Interpretation, and Appraisal of an Opportunity to Learn

IV. Goal Setting: An Essential Aspect of Self-Regulated Learning

V. Self-Regulated Learning Implies Goal Striving

VI. Conclusions and Future Directions

References

Chapter 14. The Role of Goal Orientation in Self-Regulated Learning

I. A General Framework for Self-Regulated Learning

II. Goal Orientation and Self-Regulated Learning

III. Conclusions and Future Directions for Theory and Research

Reference

Chapter 15. Motivation and Action in Self-Regulated Learning

I. Introduction and Conceptual Framework

II. An Action Model for the Prediction of Learning Motivation

III. Motivation, Learning, and Performance

IV. Two Aims for Further Research

References

Chapter 16. Measuring Self-Regulated Learning

I. Measuring Intervenes in an Environment

II. Measurements of Self-Regulated Learning Reflect a Model of Self-Regulated Learning

III. Protocols for Measuring Self-Regulated Learning

IV. Issues in Measuring Self-Regulated Learning

V. Conclusions and Future Directions

References

Part III: Interventions and Applications of Self-Regulation Theory and Research

Chapter 17. Self-Regulation and Distress in Clinical Psychology

I. Introduction

II. Self-Regulation and Addictive Behaviors

III. Self-Regulation and Health

IV. Self-Regulation and Social Anxiety

V. Self-Regulation and Depression

VI. Self-Regulation and Therapy

VlI. Summary and Conclusions

References

Chapter 18. Self-Managementof Chronic Illness

I. Introduction

II. Characteristics of Chronic Illness

III. Treatment of Chronic Illness

IV. Self-Management: Setting the Stage

V. Processes of Self-Management

VI. Discussion

VII. Future Directions and Conclusions

References

Chapter 19. Self-Regulation and Academic Learning: Self-Efficacy Enhancing Interventions

I. Introduction

II. Theoretical Framework

III. Research Evidence

IV. Interventions to Enhance Self-Efficacy and Self-Regulation

V. Future Research on Self-Regulation

VI. Conclusion

References

Chapter 20. Teacher Innovations in Self-Regulated Learning

I. Introduction

II. Overview

III. Strategy Instruction Research in the Content Areas

IV. Strategy Instruction through Collaborative Innovation

V. Developing a Model for Teaching Self-Regulated Learning through Story

VI. Collaborative Research: Future Possibilities

VII. Summary

References

Chapter 21. Self-Regulation: A Characteristic and a Goal of Mathematics Education

I. Introduction

II. Learning Mathematics from Instruction: Outline of a Theoretical Framework

III. Students' Flaws in Self-Regulatory Skills and Beliefs

IV. Fostering Students' Self-Regulation in Powerful Mathematics Learning Environments

V. Conclusions and Future Directions for Research

References

Chapter 22. Self-Regulation Interventions with a Focus on Learning Strategies

I. Historical Overview

II. Learning Strategies Can Be Modified or Learned

III. The Nature of Strategies and Strategy Instruction

IV. Types of Learning Strategies and their Relationship to Other Strategic Learning Components

V. Model of Strategic Learning

VI. Types of Strategy Instruction and Their Effectiveness

VII. Important Components of Adjunct Courses

VIII. The Nature and Impact of a Course in Strategic Learning at the University of Texas

IX. Future Directions for Learning Strategies Research

References

Chapter 23. Self-Regulation: Directions and Challenges for Future Research

I. Developing a Tractable Conceptual Foundation and Consistent Nomenclature of Self-Regulation Constructs

II. Clarifying Self-Regulation Structure and Processes

III. Mapping Out the Nomological Network

IV. Construction of More Refined Models

V. Refining Measurement of Self-Regulation Constructs

VI. Improving Research Methodology

VII. Exploring Interactions Between Environment and Self-Regulation

VIII. Acquisition and Transmission of Self-Regulatory Skills

IX. Examining Developmental Differences in Self-Regulatory Skills

X. Examining Individual Differences in Self-Regulatory Skills

XI. Applications

XII. Training and Promotion of Self-Regulatory Concepts

References

Index