%0 Book %1 Zimmerman\_Self-regulation:\_Where\_metacog\_2009 %A Zimmerman, Barry J. %A Moylan, Adam R. %B The educational psychology series %C New York, NY, US %D 2009 %I Routledge/Taylor & Francis Group %K BESTELLT Self-regulation metacognitiv motivation %T Self-regulation: Where metacognition and motivation intersect. %U http://digitool.hbz-nrw.de:1801/webclient/DeliveryManager?pid=3338363&custom\_att\_2=simple\_viewer %X In this chapter, the authors use a social cognitive model of self-regulated learning to explain the intersection of students' metacognitive processes and motivational beliefs. Then, the authors describe how these processes and beliefs can be assessed as they occur during learning using a microanalytic methodology. Third, the usefulness of the three-phase model for training reactive learners to become more proactive is discussed. Fourth, the authors consider the relation between metacognitive calibration and two key motivational measures: self-efficacy and self-evaluation. Fifth, the authors describe the results of a recent study that was designed to improve at-risk students' calibration and academic achievement. Finally, the authors describe the results of two recent meta-analyses of self-regulatory training interventions, with particular attention to the interactive role of metacognitive processes and motivational beliefs. (PsycINFO Database Record (c) 2013 APA, all rights reserved) %@ 0-8058-6354-0; 978-0-8058-6354-3; 0-8058-6353-2; 978-0-8058-6353-6; 0-203-87642-3; 978-0-203-87642-8

@book{Zimmerman\_Self-regulation:\_Where\_metacog\_2009, abstract = {In this chapter, the authors use a social cognitive model of self-regulated learning to explain the intersection of students' metacognitive processes and motivational beliefs. Then, the authors describe how these processes and beliefs can be assessed as they occur during learning using a microanalytic methodology. Third, the usefulness of the three-phase model for training reactive learners to become more proactive is discussed. Fourth, the authors consider the relation between metacognitive calibration and two key motivational measures: self-efficacy and self-evaluation. Fifth, the authors describe the results of a recent study that was designed to improve at-risk students' calibration and academic achievement. Finally, the authors describe the results of two recent meta-analyses of self-regulatory training interventions, with particular attention to the interactive role of metacognitive processes and motivational beliefs. (PsycINFO Database Record (c) 2013 APA, all rights reserved)}, added-at = {2014-12-25T08:35:02.000+0100}, address = {New York, NY, US}, author = {Zimmerman, Barry J. and Moylan, Adam R.}, biburl = {https://www.bibsonomy.org/bibtex/270b1abfe6ab01dfdccbb1ec1168ebe45/ulf06}, description = {DigiBib}, howpublished = {Buch}, interhash = {79a6dacad99309e251dee94da0407025}, intrahash = {70b1abfe6ab01dfdccbb1ec1168ebe45}, isbn = {0-8058-6354-0; 978-0-8058-6354-3; 0-8058-6353-2; 978-0-8058-6353-6; 0-203-87642-3; 978-0-203-87642-8}, keywords = {BESTELLT Self-regulation metacognitiv motivation}, note = {Childhood (birth-12 yrs) ; School Age (6-12 yrs) ; Adolescence (13-17 yrs) ; Adulthood (18 yrs \& older) ; Quelldatenbank: EBPSY ; Format:marcform: print ; Umfang: 299-315, 449, xi ; 0-8058-6354-0 Paperback ; 978-0-8058-6354-3 Paperback ; 0-8058-6353-2 Hardcover ; 978-0-8058-6353-6 Hardcover ; 0-203-87642-3 PDF ; 978-0-203-87642-8 PDF}, organization = {Graduate School and University Center, City University of New York}, publisher = {Routledge/Taylor & Francis Group}, series = {The educational psychology series}, timestamp = {2014-12-25T08:35:02.000+0100}, title = {Self-regulation: Where metacognition and motivation intersect.}, type = {text}, url = {http://digitool.hbz-nrw.de:1801/webclient/DeliveryManager?pid=3338363\&custom\_att\_2=simple\_viewer}, year = 2009 }