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Educational Psychology Reader

The Art and Science of How People Learn - Revised Edition

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Edited By Greg S. Goodman

The revised edition of Educational Psychology Reader: The Art and Science of How People Learn presents an exciting amalgam of educational psychology’s research-based reflections framed in twenty-first century critical educational psychology. As a discipline, educational psychology is reinventing itself from its early and almost exclusive identification with psychometrics and taxonomy-styled classifications to a dynamic and multicultural collage of conversations concerning language acquisition, socially mediated learning, diverse learning modalities, motivation, the affective domain, brain-based learning, the role of ecology in increasing achievement, and many other complementary dimensions of how people learn. Many polymaths of the discipline are included in this volume, providing daunting evidence of the range and intellectual rigor of educational psychology at this historical juncture. Featuring a collection of renowned international authors, this text will appeal to scholars across the globe. The Educational Psychology Reader is an ideal choice as either the primary or supplemental text for both undergraduate and graduate level educational psychology courses.
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38. Self-regulated Learning

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CHAPTER THIRTY-EIGHT

Self-regulated Learning

Stephen Vassallo



If you give a man a fish, you feed him for a day; If you teach a man to fish, you feed him for a lifetime. (Zimmerman, Bonner, & Kovach, 1996, p. vii)

INTRODUCTION

This old adage is cited in a manual designed for teachers to instruct students on how to regulate their learning. It reflects conventional meanings and assumptions that pervade the discourse on self-regulated learning (SRL). That is, teaching students the knowledge, skills, and dispositions for self-regulation supports independent, self-sufficient engagement that has long-term benefits. SRL is a self-steering process whereby students understand, and change if necessary, their own thoughts, emotions, and behaviors, as well as features of the environment, in order to achieve their goals. Supporting students’ SRL is associated with possibility and empowerment because academic achievement is not viewed as static and uncontrollable. Rather, achievement is construed as dynamic and within personal control whereby individuals can overcome limitations in cognitive processing, instructional constraints, and social and cultural barriers.

Researchers implicitly and explicitly associate SRL with individual human agency because it is purported to expand freedom of action by enabling individuals to select, influence, and construct their own circumstances. SRL is almost exclusively associated with academic success (e.g., Greene, Bolick, & Robertson, 2010; Kitsantis & Zimmerman, 2006; Lodewyk, Winne, & Jamieson-Noel, 2009), the alleviation of social problems (e.g., Zimmerman, 1998, 2000), democratic participation (e.g...

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