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Front Cover
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Handbook of Self-Regulation
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Copyright Page
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Contents
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Foreword
22
About the Editors
26
Contributors
28
Chapter 1. Self-Regulation: An Introductory Overview
32
Part I: General Theories and Models of Self-Regulation
42
Chapter 2. Attaining Self-Regulation: A Social Cognitive Perspective
44
I. Introduction
44
II. The Structure of Self-Regulatory Systems
46
III. Social and Environmental Influences on Self-Regulation
55
IV. Dysfunctions in Self-Regulation
57
V. Development of Self-Regulatory Skill
59
VI. Future Research Directions
63
VII. A Concluding Comment
65
References
66
Chapter 3. On the Structure of Behavioral Self-Regulation
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I. Behavior Is Goal Directed and Feedback Controlled
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II. Hierarchicality among Goals
78
III. Feedback Control and Creation of Affect
82
IV. Confidence and Doubt, Persistence and Giving Up
91
V. Dynamic Systems and Human Behavior
95
VI. Catastrophe Theory
102
VII. Concluding Comment
109
References
111
Chapter 4. Aspects of Goal Networks: Implications for Self-Regulation
116
I. A Structural Analysis of Goal Networks
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II. Self-Regulatory Consequences of Goal Network Structure
123
III. Individual Differences in the Structure of Goals and Means
133
IV. Comparison to Other Perspectives on Goal Networks
137
V. Future Directions: Interpersonal Goals
138
VI. Conclusion
138
References
139
Chapter 5. A Functional-Design Approach to Motivation and Self-Regulation: The Dynamics of Personality Systems and Interactions
142
I. Introduction
142
II. Dynamic Concepts in Classical Theories of Motivation
147
III. Aristotle's Dynamic Concepts
152
IV. Personality Systems Interaction Theory
157
V. Back To The Future: From Contents to Mechanisms
179
VI. Conclusion
190
References
194
Chapter 6. Personality, Self-Regulation, and Adaptation: A Cognitive–Social Framework
202
I. Frameworks for Personality and Self-Regulation Research
202
II. Self-Regulation, Traits, and Cognitive Stress Processes
208
III. Personality and Self-Regulation of Reactions to Life Stress
213
IV. Personality and Self-Regulation in Performance Environments
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V. Aggressive Behavior
224
VI. Conclusions
230
References
232
Chapter 7. Organization and Development of Self-Understanding and Self-Regulation: Toward a General Theory
240
I. Introduction
240
II. The Architecture of Self-Aware and Self-Regulated Systems
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III. Development of Self-Understanding and Self-Regulation
258
IV. Explaining the Development of Self-Understanding and Self-Regulation
268
V. Conclusions
275
References
277
Chapter 8. The Role of Intention in Self-Regulation: Toward Intentional Systemic Mindfulness
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I. Systems Theory, Self-Regulation, and Mindfulness
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II. Self-Regulation
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III. Self-Regulation Techniques and Potential Limitations
288
IV. Psychophysiological Research on Self-Regulation—Physiology and Energy
289
V. Elaboration of an Expanded Self-Regulation Model: Intention
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VI. Intention
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VII. Intentional Systemic Mindfulness: Mindfulness Qualities and Systemic Perspectives
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VIII. Applications of Intentional Systemic Mindfulness to Self-Regulation Techniques
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IX. Connectedness and Interconnectedness
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X. General Principle of Intentional Systemic Mindfulness Interventions
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XI. Facilitating Intention Systemic Mindfulness
299
XII. Directions for Future Research
300
XIII. Implications for Health and Medicine
300
XIV. Summary
301
References
301
Chapter 9. Communal Aspects of Self-Regulation
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I. Introduction
306
II. Coping as Self-Regulation
318
III. Summary and Conclusion
326
References
327
Part II: Domain-Specific Models and Research on Self-Regulation
332
Chapter 10. Self-Regulation in Organizational Settings: A Tale of Two Paradigms
334
I. Introduction
334
II. Definitions
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III. Two Paradigms
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IV. The Paradigms in Industrial-Organizational Psychological Theories of Self-regulation
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V. Merging the Paradigms
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VI. Conclusion
366
References
367
Chapter 11. Self-Regulation and Health Behavior: The Health Behavior Goal Model
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I. Introduction
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II. Current Health Behavior Models and Self-Regulation
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III. Self-regulation and the Personal Goal Structure
381
IV. Goal Alignment, Goal Conflict, and Goal Balance
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V. Goal Setting and Goal Orientation
384
VI. Goals, Beliefs, and Emotions
386
VII. The Self-Regulation Process
386
VIII. The Health Behavior Goal Model
388
IX. Conclusion and Directions for Future Research
394
References
398
Chapter 12. Regulation, Self-Regulation, and Construction of the Self in the Maintenance of Physical Health
400
I. The Self-Regulation Theme
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II. Problem Solving, Self-Regulation, and Regulation of the Self
401
III. Modeling Problem Solving, Self-Regulation, and Self-Construction
404
IV. Illness Cognition and Control Theory
413
V. Coping Procedures: Generalized Factors Versus If–Then Rules That Integrate Representations, Procedures, and Appraisals
420
VI. The Self System
424
VII. Summary and Concluding Comments
438
References
440
Chapter 13. Self-Regulated Learning: Finding a Balance Between Learning Goals and Ego-protective Goals
448
I. Introduction
448
II. What Turns a Potential Learning Opportunity into a Situation that the Student Identifies as Such?
449
III. Self-Regulated Learning Originates in the Identification, Interpretation, and Appraisal of an Opportunity to Learn
454
IV. Goal Setting: An Essential Aspect of Self-Regulated Learning
462
V. Self-Regulated Learning Implies Goal Striving
470
VI. Conclusions and Future Directions
476
References
477
Chapter 14. The Role of Goal Orientation in Self-Regulated Learning
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I. A General Framework for Self-Regulated Learning
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II. Goal Orientation and Self-Regulated Learning
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III. Conclusions and Future Directions for Theory and Research
520
Reference
525
Chapter 15. Motivation and Action in Self-Regulated Learning
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I. Introduction and Conceptual Framework
534
II. An Action Model for the Prediction of Learning Motivation
538
III. Motivation, Learning, and Performance
550
IV. Two Aims for Further Research
554
References
556
Chapter 16. Measuring Self-Regulated Learning
562
I. Measuring Intervenes in an Environment
563
II. Measurements of Self-Regulated Learning Reflect a Model of Self-Regulated Learning
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III. Protocols for Measuring Self-Regulated Learning
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IV. Issues in Measuring Self-Regulated Learning
586
V. Conclusions and Future Directions
593
References
595
Part III: Interventions and Applications of Self-Regulation Theory and Research
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Chapter 17. Self-Regulation and Distress in Clinical Psychology
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I. Introduction
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II. Self-Regulation and Addictive Behaviors
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III. Self-Regulation and Health
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IV. Self-Regulation and Social Anxiety
615
V. Self-Regulation and Depression
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VI. Self-Regulation and Therapy
622
VlI. Summary and Conclusions
623
References
624
Chapter 18. Self-Managementof Chronic Illness
632
I. Introduction
632
II. Characteristics of Chronic Illness
633
III. Treatment of Chronic Illness
636
IV. Self-Management: Setting the Stage
637
V. Processes of Self-Management
644
VI. Discussion
649
VII. Future Directions and Conclusions
655
References
657
Chapter 19. Self-Regulation and Academic Learning: Self-Efficacy Enhancing Interventions
662
I. Introduction
662
II. Theoretical Framework
664
III. Research Evidence
667
IV. Interventions to Enhance Self-Efficacy and Self-Regulation
669
V. Future Research on Self-Regulation
673
VI. Conclusion
676
References
677
Chapter 20. Teacher Innovations in Self-Regulated Learning
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I. Introduction
682
II. Overview
683
III. Strategy Instruction Research in the Content Areas
685
IV. Strategy Instruction through Collaborative Innovation
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V. Developing a Model for Teaching Self-Regulated Learning through Story
696
VI. Collaborative Research: Future Possibilities
710
VII. Summary
712
References
714
Chapter 21. Self-Regulation: A Characteristic and a Goal of Mathematics Education
718
I. Introduction
718
II. Learning Mathematics from Instruction: Outline of a Theoretical Framework
719
III. Students' Flaws in Self-Regulatory Skills and Beliefs
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IV. Fostering Students' Self-Regulation in Powerful Mathematics Learning Environments
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V. Conclusions and Future Directions for Research
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References
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Chapter 22. Self-Regulation Interventions with a Focus on Learning Strategies
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I. Historical Overview
759
II. Learning Strategies Can Be Modified or Learned
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III. The Nature of Strategies and Strategy Instruction
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IV. Types of Learning Strategies and their Relationship to Other Strategic Learning Components
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V. Model of Strategic Learning
764
VI. Types of Strategy Instruction and Their Effectiveness
764
VII. Important Components of Adjunct Courses
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VIII. The Nature and Impact of a Course in Strategic Learning at the University of Texas
769
IX. Future Directions for Learning Strategies Research
774
References
775
Chapter 23. Self-Regulation: Directions and Challenges for Future Research
780
I. Developing a Tractable Conceptual Foundation and Consistent Nomenclature of Self-Regulation Constructs
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II. Clarifying Self-Regulation Structure and Processes
784
III. Mapping Out the Nomological Network
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IV. Construction of More Refined Models
787
V. Refining Measurement of Self-Regulation Constructs
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VI. Improving Research Methodology
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VII. Exploring Interactions Between Environment and Self-Regulation
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VIII. Acquisition and Transmission of Self-Regulatory Skills
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IX. Examining Developmental Differences in Self-Regulatory Skills
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X. Examining Individual Differences in Self-Regulatory Skills
795
XI. Applications
796
XII. Training and Promotion of Self-Regulatory Concepts
797
References
799
Index
800
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