Achieving Self-Regulation: The Trial and Triumph of Adolescence.

Autor/in	Zimmerman, Barry J.
Titel	Achieving Self-Regulation: The Trial and Triumph of Adolescence.
Quelle	(2002), (28 Seiten)Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Adolescent Attitudes; Adolescent Behavior; Adolescents; Cognitive Processes; Learning Motivation; Metacognition; Modeling (Psychology); Models; School Organization; Self Control; Self Motivation; Social Cognition; Social Support Groups; Socialization; Student Motivation; Study + Suchen Sie Ihr Suchwort? Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Cognitive process; Kognitiver Prozess; Motivation for studies; Lernmotivation; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Modeling; Modelling; Modellierung; Analogiemodell; School organisation; Schulorganisation; Selbstbeherrschung; Soziale Kognition; Social support; Soziale Unterstützung; Socialisation; Sozialisation; Schulische Motivation; Studies; Studium
Abstract	Self-regulation consists of the metacognitive processes, behavioral skills, and associated motivational beliefs that underlie youths growing self-confidence and personal resourcefulness in acquiring the skills needed for adulthood. This chapter discusses the role of school organization in the attainment of self-regulation in terms of four levels of learning-specific skills: observation, emulation, self-control, and self-regulation. According to this formulation, socialization processes, such as modeling and social support, can greatly enhance youths initiation and eventual regulation of their learning, especially during study or practice. The chapter also analyzes the functioning of self-regulated learners in terms of a cyclical model of self-regulation that links metacognitive processes, behavioral performance, and motivational beliefs in three successive phases: forethought, performance, and self-reflection. Descriptive research regarding expert performance and experimental research in diverse areas of skill, such as academic writing, sports, music, and health, is discussed in terms of the two models of self-regulation. Finally, the chapter considers the pedagogical implications of research on self-regulated learning and describes interventions designed to overcome deficits in adolescents self-regulation. (Contains 91 references.) (KB)
Anmerkungen	Information Age Publishing, Inc., 80 Mason Street, Greenwich, CT 06830. Tel: 203-661-7602; Fax: 203-661-7952; Web site: http://www.infoagepub.com.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01