This article highlights the role of affect in self-regulated learning, with emphasis on the interrelations between cognition, metacognition, and epistemic emotions such as surprise and curiosity.
In this article, the author argues that successful teaching of self-regulated learning (SRL) to students depends on teachers’ knowledge about SRL assessment and teachers’ actual practical implementation of SRL assessment in the classroom.
In this article, the author suggests that self-regulation should be complemented by a more holistic, integrated, and collaborative framework—that of communal-regulated learning—which may serve as a better framework to develop effective learners in today’s fast-changing educational scene.
This article charts historical and contemporary factors shaping the field of self-regulated learning and forecasts near-future of work on this educationally key construct.
This article describes the nature of metacognitive skills, how deficiencies in the application of metacognitive skills can be assessed through on-line methods, and how explicit metacognitive instruction of WWW&H (what, when, why, & how) can be implemented in an effective way.
The article presents an integrated framework of cyclical phases and developmental levels of self-regulated learning focusing on the significant role they play in modeling and self-regulatory learning as key processes for learning.
This article considers contextual aspects, such as a mastery goal structure or course preference, that override individual differences, such as intelligence. An empirical study comparing gifted and typically achieving students is described. Application for 21st-century skills is proposed through the lens of the integrated self-regulated learning model.
This article examines the dynamic relationship between teaching and learning in two case studies that explore how teachers develop students’ capacity to adapt to the learning environment and how students’ own self-regulated learning, in turn, contributes to and enables adaptive teaching.
This article describes a study that analyzed primary school children’s manifestations of self-regulation in two constructional play tasks and showed self-regulation development between age 5 and 10 years.
This article describes a study aimed at examining students’ use of specific SRL processes when learning with a specially designed technology-enhanced learning environment.
In the study discussed, the researcher investigated whether a self-regulated learning intervention involving metacognitive guidance, mediated by means of an educational e-book, supported acquisition of emergent literacy skills among young children at risk for learning disabilities, an area that has been inadequately studied. The findings are discussed.
The authors explore the role of trust in children’s approaches to deliberative dialogue with their peers.
Drawing upon Bronfenbrenner’s bioecological model of development, authors investigate how key process, person, and contextual factors concurrently explain the incidence of chronic absenteeism among kindergarteners in the U.S.
This article reviews recent advances in research by members of the Learning Environments Across Disciplines partnership on the design of adaptive technology-rich learning environments as cognitive, metacognitive, and affective tools. In particular, we examine the use of convergent methodologies and how the design guidelines of the learning environments are grounded in instructional theories and empirical evidence.
Students’ self-conscious emotions and coping strategies were examined in three classroom social/instructional contexts: private, small group, and whole class.
This chapter sketches some possibilities for the development of learning contexts for children and young people with learning differences that may be derived from the influence of Russian psychologist L. S. Vygotsky. It argues that these pedagogic possibilities should be implemented alongside the development of a curriculum that prepares all young people to participate in a rapidly developing knowledge society
Each of the previous chapters in this volume breathes life into the first three interrelated principles noted in the introductory chapter. The fourth principle in this volume, attending to possible futures in the present, requires that we, as educators and educational researchers, pay attention to the experiences of children and youth, that we learn from them and with them, and that we mind their present learning opportunities wide awake to the ways in which these are likely to bear on future opportunities.
This article reviews the contemporary literature on the structure and correlates of student engagement, and proposes a robust yet practitioner-friendly conceptual framework for better understanding how student engagement in the classroom can be fostered. Numerous research-based practical suggestions are provided for applying this framework in classroom settings.
This chapter presents a study that investigated characteristics of the learning environment predicting for student engagement in public high school classrooms. Students in seven high school classrooms in five different subject areas were observed and videoed in order to predict their engagement as measured by the experience sampling method (ESM).
A hope of this Yearbook is to illuminate not only what promotes engagement but also how it can be fostered. In this epilogue, first we provide a short history of research on
motivation. We then review the contributions of this Yearbook in providing a fuller,
multidimensional, contextualized picture of human motivation, one that we believe
is relevant and helpful to educational policy and practice. Last, we discuss where this
research may head in order to engender conditions in which engagement in schooling
becomes more universal.
This article explores how biographical data on grit, a disposition toward perseverance and passion for long-term goals, explains variance in novice teachers’ effectiveness and retention.
In evaluating the deleterious effects of missing in-school time, empirical research has almost exclusively focused on absences, and the scant amount of empirical literature on tardiness has focused on academic achievement. Hence, this study contributes novel insight in two capacities: the effects of tardy classmates and the effects on socio-emotional outcomes.
This study found that both moral and performance character strengths are important and unique predictors of the academic achievement and conduct of a sample of 500 early adolescents attending several urban charter schools.
This article outlines a new conceptual framework for promoting postsecondary educational achievement and workforce development among low-income parents while simultaneously advancing the learning and healthy development of their young children. It proposes a dual-generational intervention—an approach that addresses the educational needs of both children and their parents—whereby early childhood education programs may serve as the access point for promoting low-income parents’ postsecondary education and career training.
This article explores challenges in seeking to characterize and compare high-quality mathematics and reading instruction. Using the construct of cognitive demand, we share data illustrating the challenges and our attempts to overcome them.
This article examines the ways in which middle- and upper-middle-class parent group investments in urban public schooling may mitigate and/or exacerbate race and class-based inequalities in public education. The findings suggest that the efforts of middle- and upper-middle-class parents to increase community support for urban schools may ultimately contribute to patterns of exclusivity in public education.
This article examines immigrant parent agency in negotiating boundaries around home and school, presenting the possibility that families play an active and deliberate role in creating distance between the worlds of home and school.
Whereas collective learning has mostly been approached from a deficit-based orientation (finding/solving problems and overcoming failures), this qualitative, topic-oriented study examines principals’ perceptions (mindscapes) about the notion and strategy of collective learning from faculty members’ successful practices.
This article describes the results of an observational study conducted with 4 high school teachers identified by their students as providing supportive motivational and instructional contexts in their classes.