This volume brings together internationally known researchers representing different theoretical perspectives on students' self-regulation of learning. Diverse theories on how students become self-regulated learners are compared in terms of their conceptual origins, scientific form, research productivity, and pedagogical effectiveness. This is the only comprehensive comparison of diverse classical theories of self-regulated learning in print. The first edition of this text, published in 1989, presented descriptions of such differing perspectives as operant, phenomenological, social learning, volitional, Vygotskian, and constructivist theories. In this new edition, the same prominent editors and authors reassess these classic models in light of a decade of very productive research. In addition, an information processing perspective is included, reflecting its growing prominence.

Theories of self-regulated learning and academic achievement : an overview and analysis /Barry J. Zimmerman -- Operant theory and research on self-regulation / F. Charles Mace, Phillip J. Belfiore, and Jeffrey M. Hutchinson -- Self-regulated learning and academic achievement : a phenomenological view / Barbara L. McCombs -- Social cognitive theory and self-regulated learning / Dale H. Schunk -- Self-regulated learning viewed from models of information processing / Philip H. Winne -- Volitional aspects of self-regulated learning / Lyn Corno -- Self-regulated learning and academic achievement : a Vygotskian view / Mary McCaslin and Daniel T. Hickey -- Constructing theories, identities, and actions of self-regulated learners / Scott G. Paris, James P. Byrnes, and Alison H. Paris -- Reflections on theories of self-regulated learning and academic achievement / Barry J. Zimmerman and Dale H. Schunk.