Developing Self-Regulated Learners: Beyond Achievement to Self-Efficacy
For individuals in the U.S. & U.S. territories
Goal 1: Understanding the Principles of Self-Regulated Learning
Goal 2: Developing Time Planning and Management Skills
Goal 3: Developing Text Comprehension and Summarization Skills
Goal 4: Developing Classroom Note-Taking Skills
Goal 5: Developing Test Anticipation and Preparation Skills
Goal 6: Developing Writing Skills
Final Issues: Introducing Self-Regulated Learning Into the Classroom
About the Authors
Barry J . Zimmerman is a Distinguished Professor of Educational Psychology at the Graduate School and University Center of City University of New York and Head of the Learning, Development, and Instruction subarea. He is the President of Division 15 of the American Psychological Association and has received the Division 16 Senior Scientist Award for lifetime contributions in 1994. He has published more than 100 articles and chapters on learning and motivational processes of children and youth from a social cognitive perspective. He has authored or edited six books, including two on the topic of self-regulated learning and its development.
Sebastian Bonner is an advanced degree candidate in Educational Psychology at the Graduate School and University Center of the City University of New York. He is presently conducting research on how self-regulatory skills develop among elementary and intermediate school children. Mr. Bonner has taught courses at the high school and college levels in New York City. His first experience in teaching was gained in Taiwan, where he taught adult education courses and conducted corporate education seminars.
Robert Kovach has taught social studies for more than two decades at Paul D. Schreiber High School in Port Washington, NY, which was recognized by the Department of Education as among the most outstanding high schools in the United States. He has developed a variety of innovative procedures for assessing his students' self-regulated methods of learning, their understanding of the effectiveness of those methods, and their beliefs about themselves as learners. He has a master's degree in teaching from the University of Wisconsin at River Falls and is a PhD candidate at the Graduate School and University Center of the City University of New York.