The second edition of the popular Handbook of Self-Regulation of Learning and Performance responds to and incorporates the wealth of new research that the first edition inspired on the subject. At the same time, it advances meaningful perspectives on the scholarship and history that originally shaped the field. Divided into five major sections—basic domains, context, technology, methodology and assessment, and individual and group differences—this thoroughly updated handbook addresses recent theoretical refinements and advances in instruction and intervention that have changed approaches to developing learners’ capabilities to self-regulate in educational settings. Chapters written by leading experts in the field include discussions of methodological advances and expansions into new technologies and the role of learner differences in such areas as contexts and cultures. As a comprehensive guide to a rapidly evolving and increasingly influential subject area, this volume represents contemporary and future thinking in self-regulation theory, research, and applications.

Chapter Structure – To ensure uniformity and coherence across chapters, each chapter author addresses the theoretical ideas underlying their topic, research evidence bearing on these ideas, future research directions, and implications for educational practice.

Global – A significant number of international contributors are included to reflect the increasingly international research on self-regulation.

Readable – In order to make the book accessible to students, chapters have been carefully edited for clarity, conciseness, and organizational consistency.

Expertise – All chapters are written by leading researchers who are highly regarded experts on their particular topics and are active contributors to the field.


chapter 1|15 pages

Historical, Contemporary, and Future Perspectives on Self-Regulated Learning and Performance

ByDale H. Schunk, Jeffrey A. Greene

section I|90 pages

Basic Domains of Self-Regulation of Learning and Performance

chapter 2|17 pages

Social Cognitive Theoretical Perspective of Self-Regulation

ByEllen L. Usher, Dale H. Schunk

chapter 3|13 pages

Cognition and Metacognition within Self-Regulated Learning

ByPhilip H. Winne

chapter 5|19 pages

Motivation and Affect in Self-Regulated Learning

Does Metacognition Play a Role?
ByAnastasia Efklides, Bennett L. Schwartz, Victoria Brown

chapter 6|24 pages

Self-Regulation, Co-Regulation, and Shared Regulation in Collaborative Learning Environments

ByAllyson Hadwin, Sanna Järvelä, Mariel Miller

section II|133 pages

Self-Regulation of Learning and Performance in Context

chapter 7|15 pages

Metacognitive Pedagogies in Mathematics Classrooms

From Kindergarten to College and Beyond
ByZemira R. Mevarech, Lieven Verschaffel, Erik De Corte

chapter 8|14 pages

Self-Regulated Learning in Reading

ByKeith W. Thiede, Anique B. H. de Bruin

chapter 9|15 pages

Self-Regulation and Writing

BySteve Graham, Karen R. Harris, Charles MacArthur, Tanya Santangelo

chapter 10|13 pages

The Self-Regulation of Learning and Conceptual Change in Science

Research, Theory, and Educational Applications
ByGale M. Sinatra, Gita Taasoobshirazi

chapter 11|15 pages

Using Technology-Rich Environments to Foster Self-Regulated Learning in Social Studies

ByEric G. Poitras, Susanne P. Lajoie

chapter 12|13 pages

Self-Regulated Learning in Music Practice and Performance

ByGary E. McPherson, Peter Miksza, Paul Evans

chapter 13|14 pages

Self-Regulation in Athletes

A Social Cognitive Perspective
ByAnastasia Kitsantas, Maria Kavussanu, Deborah B. Corbatto, Pepijn K. C. van de Pol

chapter 14|15 pages


An Integral Part of Standards-Based Education
ByMarie C. White, Maria K. DiBenedetto

chapter 15|17 pages

Teachers as Agents in Promoting Students’ SRL and Performance

Applications for Teachers’ Dual-Role Training Program
ByBracha Kramarski

section III|63 pages

Technology and Self-Regulation of Learning and Performance

chapter 16|11 pages

Emerging Classroom Technology

Using Self-Regulation Principles as a Guide for Effective Implementation
ByDaniel C. Moos

chapter 18|14 pages

The Role of Self-Regulated Learning in Digital Games

ByJohn L. Nietfeld

section IV|99 pages

Methodology and Assessment of Self-Regulation of Learning and Performance

chapter 20|16 pages

Validity and the Use of Self-Report Questionnaires to Assess Self-Regulated Learning

ByChristopher A. Wolters, Sungjun Won

chapter 21|15 pages

Capturing and Modeling Self-Regulated Learning Using Think-Aloud Protocols

ByJeffrey A. Greene, Victor M. Deekens, Dana Z. Copeland, Seung Yu

chapter 22|14 pages

Assessing Self-Regulated Learning Using Microanalytic Methods

ByTimothy J. Cleary, Gregory L. Callan

chapter 23|18 pages

Advancing Research and Practice about Self-Regulated Learning

The Promise of In-Depth Case Study Methodologies
ByDeborah L. Butler, Sylvie C. Cartier

chapter 24|18 pages

Examining the Cyclical, Loosely Sequenced, and Contingent Features of Self-Regulated Learning

Trace Data and Their Analysis
ByMatthew L. Bernacki

chapter 25|16 pages

Data Mining Methods for Assessing Self-Regulated Learning

ByGautam Biswas, Ryan S. Baker, Luc Paquette

section V|98 pages

Individual and Group Differences in Self-Regulation of Learning and Performance

chapter 26|14 pages

Calibration of Performance and Academic Delay of Gratification

Individual and Group Differences in Self-Regulation of Learning
ByPeggy P. Chen, Héfer Bembenutty

chapter 27|13 pages

Academic Help Seeking as a Self-Regulated Learning Strategy

Current Issues, Future Directions
ByStuart A. Karabenick, Eleftheria N. Gonida

chapter 28|23 pages

The Three Facets of Epistemic Thinking in Self-Regulated Learning

ByKrista R. Muis, Cara Singh

chapter 29|16 pages

Advances in Understanding Young Children’s Self-Regulation of Learning

ByNancy E. Perry, Lynda R. Hutchinson, Nikki Yee, Elina Määttä

chapter 30|12 pages


Implications for Individuals With Special Needs
ByLinda H. Mason, Robert Reid

chapter 31|18 pages

Culture and Self-Regulation in Educational Contexts

ByDennis M. McInerney, Ronnel B. King