Handbook of Self-Regulation

<ul> <li>Foreword</li> <li>About the Editors</li> <li>1: Self-Regulation: An Introductory Overview</li> <li>Part I: General Theories and Models of Self-Regulation <ul> <li>2: Attaining Self-Regulation: A Social Cognitive Perspective <ul> <li>I INTRODUCTION</li> <li>II THE STRUCTURE OF SELF-REGULATORY SYSTEMS</li> <li>III SOCIAL AND ENVIRONMENTAL INFLUENCES ON SELF-REGULATION</li> <li>IV DYSFUNCTIONS IN SELF-REGULATION</li> <li>V DEVELOPMENT OF SELF-REGULATORY SKILL</li> <li>VI FUTURE RESEARCH DIRECTIONS</li> <li>VII A CONCLUDING COMMENT</li> <li>ACKNOWLEDGMENT</li></ul></li> <li>3: On the Structure of Behavioral Self-Regulation <ul> <li>I BEHAVIOR IS GOAL DIRECTED AND FEEDBACK CONTROLLED</li> <li>II HIERARCHICALITY AMONG GOALS</li> <li>III FEEDBACK CONTROL AND CREATION OF AFFECT</li> <li>IV CONFIDENCE AND DOUBT, PERSISTENCE AND GIVING UP</li> <li>V DYNAMIC SYSTEMS AND HUMAN BEHAVIOR</li> <li>VI CATASTROPHE THEORY</li> <li>VII CONCLUDING COMMENT</li> <li>ACKNOWLEDGMENT</li></ul></li> <li>4: Aspects of Goal Networks: Implications for Self-Regulation <ul> <li>I A STRUCTURAL ANALYSIS OF GOAL NETWORKS</li> <li>II SELF-REGULATORY CONSEQUENCES OF GOAL NETWORK STRUCTURE</li> <li>III INDIVIDUAL DIFFERENCES IN THE STRUCTURE OF GOALS AND MEANS</li> <li>IV COMPARISON TO OTHER PERSPECTIVES ON GOAL NETWORKS</li> <li>V FUTURE DIRECTIONS: INTERPERSONAL GOALS</li> <li>VI CONCLUSION</li></ul></li> <li>5: A Functional-Design Approach to Motivation and Self-Regulation: The Dynamics of Personality Systems Interactions <ul> <li>I INTRODUCTION</li> <li>II DYNAMIC CONCEPTS IN CLASSICAL THEORIES OF MOTIVATION</li> <li>III ARISTOTLE’S DYNAMIC CONCEPTS</li> <li>IV PERSONALITY SYSTEMS INTERACTION THEORY</li> <li>V BACK TO THE FUTURE: FROM CONTENTS TO MECHANISMS</li> <li>VI CONCLUSION</li> <li>ACKNOWLEDGMENT</li></ul></li> <li>6: Personality, Self-Regulation, and Adaptation: A Cognitive–Social Framework <ul> <li>I FRAMEWORKS FOR PERSONALITY AND SELF-REGULATION RESEARCH</li> <li>II SELF-REGULATION, TRAITS, AND COGNITIVE STRESS PROCESSES</li> <li>III PERSONALITY AND SELF-REGULATION OF REACTIONS TO LIFE STRESS</li> <li>IV PERSONALITY AND SELF-REGULATION IN PERFORMANCE ENVIRONMENTS</li> <li>V AGGRESSIVE BEHAVIOR</li> <li>VI CONCLUSIONS</li></ul></li> <li>7: Organization and Development of Self-Understanding and Self-Regulation: Toward a General Theory <ul> <li>I INTRODUCTION</li> <li>II THE ARCHITECTURE OF SELF-AWARE AND SELF-REGULATED SYSTEMS</li> <li>III DEVELOPMENT OF SELF-UNDERSTANDING AND SELF-REGULATION</li> <li>IV EXPLAINING THE DEVELOPMENT OF SELF-UNDERSTANDING AND SELF-REGULATION</li> <li>V CONCLUSIONS</li></ul></li> <li>8: The Role of Intention in Self-Regulation: Toward Intentional Systemic Mindfulness <ul> <li>I SYSTEMS THEORY, SELF-REGULATION, AND MINDFULNESS</li> <li>II SELF-REGULATION</li> <li>III SELF-REGULATION TECHNIQUES AND POTENTIAL LIMITATIONS</li> <li>IV PSYCHOPHYSIOLOGICAL RESEARCH ON SELF-REGULATION — PHYSIOLOGY AND ENERGY</li> <li>V ELABORATION OF AN EXPANDED SELF-REGULATION MODEL: INTENTION</li> <li>VI INTENTION</li> <li>VII INTENTIONAL SYSTEMIC MINDFULNESS: MINDFULNESS QUALITIES AND SYSTEMIC PERSPECTIVES</li> <li>VIII APPLICATIONS OF INTENTIONAL SYSTEMIC MINDFULNESS TO SELF-REGULATION TECHNIQUES</li> <li>IX CONNECTEDNESS AND INTERCONNECTEDNESS</li> <li>X GENERAL PRINCIPLES OF INTENTIONAL SYSTEMIC MINDFULNESS INTERVENTIONS</li> <li>XI FACILITATING INTENTION SYSTEMIC MINDFULNESS</li> <li>XII DIRECTIONS FOR FUTURE RESEARCH</li> <li>XIII IMPLICATIONS FOR HEALTH AND MEDICINE</li> <li>XIV SUMMARY</li> <li>ACKNOWLEDGMENTS</li></ul></li> <li>9: Communal Aspects of Self-Regulation <ul> <li>I INTRODUCTION</li> <li>II COPING AS SELF-REGULATION</li> <li>III SUMMARY AND CONCLUSION</li> <li>ACKNOWLEDGMENT</li></ul></li></ul></li> <li>Part II: Domain-Specific Models and Research on Self-Regulation <ul> <li>10: Self-Regulation in Organizational Settings: A Tale of two Paradigms <ul> <li>I INTRODUCTION</li> <li>II DEFINITIONS</li> <li>III TWO PARADIGMS</li> <li>IV THE PARADIGMS IN INDUSTRIAL– ORGANIZATIONAL PSYCHOLOGICAL THEORIES OF SELF-REGULATION</li> <li>V MERGING THE PARADIGMS</li> <li>VI CONCLUSION</li></ul></li> <li>11: Self-Regulation and Health Behavior: The Health Behavior Goal Model <ul> <li>I INTRODUCTION</li> <li>II CURRENT HEALTH BEHAVIOR MODELS AND SELF-REGULATION</li> <li>III SELF-REGULATION AND THE PERSONAL GOAL STRUCTURE</li> <li>IV GOAL ALIGNMENT, GOAL CONFLICT, AND GOAL BALANCE</li> <li>V GOAL SETTING AND GOAL ORIENTATION</li> <li>VI GOALS, BELIEFS, AND EMOTIONS</li> <li>VII THE SELF-REGULATION PROCESS</li> <li>VIII THE HEALTH BEHAVIOR GOAL MODEL</li> <li>IX CONCLUSION AND DIRECTIONS FOR FUTURE RESEARCH</li> <li>ACKNOWLEDGMENT</li></ul></li> <li>12: Regulation, Self-Regulation, and Construction of the Self in the Maintenance of Physical Health <ul> <li>I THE SELF-REGULATION THEME</li> <li>II PROBLEM SOLVING, SELF-REGULATION, AND REGULATION OF THE SELF</li> <li>III MODELING PROBLEM SOLVING, SELF-REGULATION, AND SELF-CONSTRUCTION</li> <li>IV ILLNESS COGNITION AND CONTROL THEORY</li> <li>V COPING PROCEDURES: GENERALIZED FACTORS VERSUS IF-THEN RULES THAT INTEGRATE REPRESENTATIONS, PROCEDURES, AND APPRAISALS</li> <li>VI THE SELF SYSTEM</li> <li>VII SUMMARY AND CONCLUDING COMMENTS</li> <li>ACKNOWLEDGMENT</li></ul></li> <li>13: Self-Regulated Learning: Finding a Balance Between Learning Goals and Ego-Protective Goals <ul> <li>I INTRODUCTION</li> <li>II WHAT TURNS A POTENTIAL LEARNING OPPORTUNITY INTO A SITUATION THAT THE STUDENT IDENTIFIES AS SUCH?</li> <li>III SELF-REGULATED LEARNING ORIGINATES IN THE IDENTIFICATION, INTERPRETATION, AND APPRAISAL OF AN OPPORTUNITY TO LEARN</li> <li>IV GOAL SETTING: AN ESSENTIAL ASPECT OF SELF-REGULATED LEARNING</li> <li>V SELF-REGULATED LEARNING IMPLIES GOAL STRIVING</li> <li>VI CONCLUSIONS AND FUTURE DIRECTIONS</li></ul></li> <li>14: The Role of Goal Orientation in Self-Regulated Learning <ul> <li>I A GENERAL FRAMEWORK FOR SELF-REGULATED LEARNING</li> <li>II GOAL ORIENTATION AND SELF-REGULATED LEARNING</li> <li>III CONCLUSIONS AND FUTURE DIRECTIONS FOR THEORY AND RESEARCH</li> <li>ACKNOWLEDGMENTS</li></ul></li> <li>15: Motivation and Action in Self-Regulated Learning <ul> <li>I INTRODUCTION AND CONCEPTUAL FRAMEWORK</li> <li>II AN ACTION MODEL FOR THE PREDICTION OF LEARNING MOTIVATION</li> <li>III MOTIVATION, LEARNING, AND PERFORMANCE</li> <li>IV TWO AIMS FOR FURTHER RESEARCH</li> <li>ACKNOWLEDGMENTS</li></ul></li> <li>16: Measuring Self-Regulated Learning <ul> <li>I MEASURING INTERVENES IN AN ENVIRONMENT</li> <li>II MEASUREMENTS OF SELF-REGULATED LEARNING REFLECT A MODEL OF SELF-REGULATED LEARNING</li> <li>III PROTOCOLS FOR MEASURING SELF-REGULATED LEARNING</li> <li>IV ISSUES IN MEASURING SELF-REGULATED LEARNING</li> <li>V CONCLUSIONS AND FUTURE DIRECTIONS</li> <li>ACKNOWLEDGMENT</li></ul></li></ul></li> <li>Part III: Interventions and Applications of Self-Regulation Theory and Research <ul> <li>17: Self-Regulation and Distress in Clinical Psychology <ul> <li>I INTRODUCTION</li> <li>II SELF-REGULATION AND ADDICTIVE BEHAVIORS</li> <li>III SELF-REGULATION AND HEALTH</li> <li>IV SELF-REGULATION AND SOCIAL ANXIETY</li> <li>V SELF-REGULATION AND DEPRESSION</li> <li>VI SELF-REGULATION AND THERAPY</li> <li>VII SUMMARY AND CONCLUSIONS</li> <li>ACKNOWLEDGMENT</li></ul></li> <li>18: Self-Management of Chronic Illness <ul> <li>I INTRODUCTION</li> <li>II CHARACTERISTICS OF CHRONIC ILLNESS</li> <li>III TREATMENT OF CHRONIC ILLNESS</li> <li>IV SELF-MANAGEMENT: SETTING THE STAGE</li> <li>V PROCESSES OF SELF-MANAGEMENT</li> <li>VI DISCUSSION</li> <li>VII FUTURE DIRECTIONS AND CONCLUSIONS</li></ul></li> <li>19: Self-Regulation and Academic Learning: Self-Efficacy Enhancing Interventions <ul> <li>I INTRODUCTION</li> <li>II THEORETICAL FRAMEWORK</li> <li>III RESEARCH EVIDENCE</li> <li>IV INTERVENTIONS TO ENHANCE SELF-EFFICACY AND SELF-REGULATION</li> <li>V FUTURE RESEARCH ON SELF-REGULATION</li> <li>VI CONCLUSION</li></ul></li> <li>20: Teacher Innovations in Self-Regulated Learning <ul> <li>I INTRODUCTION</li> <li>II OVERVIEW</li> <li>III STRATEGY INSTRUCTION RESEARCH IN THE CONTENT AREAS</li> <li>IV STRATEGY INSTRUCTION THROUGH COLLABORATIVE INNOVATION</li> <li>V DEVELOPING A MODEL FOR TEACHING SELF-REGULATED LEARNING THROUGH STORY</li> <li>VI COLLABORATIVE RESEARCH: FUTURE POSSIBILITIES</li> <li>VII SUMMARY</li></ul></li> <li>21: Self-Regulation: A Characteristic and a Goal of Mathematics Education <ul> <li>I INTRODUCTION</li> <li>II LEARNING MATHEMATICS FROM INSTRUCTION: OUTLINE OF A THEORETICAL FRAMEWORK</li> <li>III STUDENTS’ FLAWS IN SELF-REGULATORY SKILLS AND BELIEFS</li> <li>IV FOSTERING STUDENTS’ SELF-REGULATION IN POWERFUL MATHEMATICS LEARNING ENVIRONMENTS</li></ul></li> <li>22: Self-Regulation Interventions with a Focus on Learning Strategies <ul> <li>I HISTORICAL OVERVIEW</li> <li>II LEARNING STRATEGIES CAN BE MODIFIED OR LEARNED</li> <li>III THE NATURE OF STRATEGIES AND STRATEGY INSTRUCTION</li> <li>IV TYPES OF LEARNING STRATEGIES AND THEIR RELATIONSHIP TO OTHER STRATEGIC LEARNING COMPONENTS</li> <li>V MODEL OF STRATEGIC LEARNING</li> <li>VI TYPES OF STRATEGY INSTRUCTION AND THEIR EFFECTIVENESS</li> <li>VII IMPORTANT COMPONENTS OF ADJUNCT COURSES</li> <li>VIII THE NATURE AND IMPACT OF A COURSE IN STRATEGIC LEARNING AT THE UNIVERSITY OF TEXAS</li> <li>IX FUTURE DIRECTIONS FOR LEARNING STRATEGIES RESEARCH</li></ul></li> <li>23: Self-Regulation: Directions and Challenges for Future Research <ul> <li>I DEVELOPING A TRACTABLE CONCEPTUAL FOUNDATION AND CONSISTENT NOMENCLATURE OF SELF-REGULATION CONSTRUCTS</li> <li>II CLARIFYING SELF-REGULATION STRUCTURE AND PROCESSES</li> <li>III MAPPING OUT THE NOMOLOGICAL NETWORK</li> <li>IV CONSTRUCTION OF MORE REFINED MODELS</li> <li>V REFINING MEASUREMENT OF SELF-REGULATION CONSTRUCTS</li> <li>VI IMPROVING RESEARCH METHODOLOGY</li> <li>VII EXPLORING INTERACTIONS BETWEEN ENVIRONMENT AND SELF-REGULATION</li> <li>VIII ACQUISITION AND TRANSMISSION OF SELF-REGULATORY SKILLS</li> <li>IX EXAMINING DEVELOPMENTAL DIFFERENCES IN SELF-REGULATORY SKILLS</li> <li>X EXAMINING INDIVIDUAL DIFFERENCES IN SELF-REGULATORY SKILLS</li> <li>XI APPLICATIONS</li> <li>XII TRAINING AND PROMOTION OF SELF-REGULATORY CONCEPTS</li></ul></li></ul></li> <li>Index</li></ul>