Self-Regulaton in Education

by Jeffrey A. Greene

Self-regulation in education is a familiar and important topic for all professors, administrators, teachers, researchers, journalists, and scholars. As educational standards require that students take control of what and how they learn, self-regulation skills are essential to student success. Written by a leading expert on self-regulation and self-regulated learning, this book situates the topic within the broader context of educational psychology research and theory, bringing it to a wider audience. With chapters on the fundamentals of self-regulation, explanations of its uses, and advice for best application, this concise volume is designed for any education course that includes self-regulation in the curriculum. It will be indispensable for education researchers and both pre- and in-service teachers alike. Jeffrey A. Greene is Associate Professor in the Learning Sciences and Psychological Studies program in the School of Education at the University of North Carolina at Chapel Hill, USA.

162 pages, Kindle Edition

Published July 31, 2017

Reviews

[Brian · Rating 5 out of 5]

In this short book, which is one of several in the new Ed Psych Insights collection, the author does a tremendous job reconciling and synthesizing the research from which have been mostly two distinct lines of inquiry. They may sound the same, but self-regulation has developed mostly in the fields of developmental and social psychology and self-regulated learning has mostly been a product of the cognitive and learning sciences and educational psychology. As Jeffrey Greene emphasizes though, constructs in both fields play large roles in learning and education. He manages to summarize the basic points and models of both fields and draws them together in his presentation of how they relate to achievement and how they can be engaged by educators (and others) to leverage better learning opportunities and environments for students. He also presents some interesting and productive avenues for future research. Since these topics (self-regulation and self-regulated learning) are critical for anyone interested in learning and education (i.e., students, parents, educators, researchers), this book is highly recommended as a critical new addition to the existing literature.