Self-regulation in secondary classrooms: Theoretical and research applications to learning and performance

Abstract

This introductory chapter introduces the purpose and distinctive features of the book. These are followed by descriptions of each chapter’s structure which includes sections written by high school teachers across multiple content areas and self-regulated analyses of the lessons written by educational psychologists. Following the structural overview, self-regulated learning theoretical frameworks by Zimmerman and Schunk, Pintrich and Zusho, and Winne and Hadwin are discussed. Brief summaries of the chapters are presented followed by a conclusion with information on how this book may be used effectively.