Self-Regulated Learning Interventions With At-Risk Youth
At-risk students dealing with cognitive, physical, mental health, and environmental challenges often have poor self-regulatory skills. They may struggle with tasks such as planning, goal-setting, and monitoring their own thoughts and actions.
This volume describes how teachers, healthcare professionals, and others who work with young people can provide support and helpful strategies to students challenged by problems ranging from ADHD to conduct disorders to language learning deficits to disadvantaged backgrounds. The contributors discuss and illustrate the key components of effective self-regulatory learning, with a particular focus on the central role of feedback loops.
Featuring a wide range of nationally known experts who draw on the latest theory- and research-based interventions, the book provides compelling evidence that self-regulated learning interventions are effective and powerful.
Contributors
Series Foreword
Barry J. Zimmerman
Acknowledgments
Introduction: An Overview of Applications of Self-Regulated Learning
Timothy J. Cleary
I. Self-Regulated Learning Interventions Targeting Academic and Behavioral Skills
- Use of Self-Regulated Learning for Children With ADHD: Research and Practice Opportunities
Linda A. Reddy, Erik Newman, and Arielle Verdesco - Self-Management Interventions to Reduce Disruptive Classroom Behavior
Amy M. Briesch and Jacquelyn M. Briesch - Self-Regulated Learning Interventions for Motivationally Disengaged College Students
Christopher A. Wolters and Leah D. Hoops - Success for Students With Learning Disabilities: What Does Self-Regulation Have To Do With It?
Deborah L. Butler and Leyton Schnellert - Supporting Self-Regulated Reading for English Language Learners in Middle Schools
Ana Taboada Barber and Melissa A. Gallagher
II. Self-Regulated Learning Interventions Targeting Mental and Physical Health
- Emotion Regulation Interventions for Youth With Anxiety Disorders
Cynthia Suveg, Molly Davis, and Anna Jones - Emotion Regulation Interventions and Childhood Depression
Jill Ehrenreich-May, Sarah M. Kennedy, and Cara S. Remmes - Self-Regulation–Based Interventions for Children and Adolescents With Asthma
Noreen M. Clark and Minal R. Patel
III. Self-Regulated Learning Interventions Across Diverse Contexts
- Professional Development Contexts That Promote Self-Regulated Learning and Content Learning in Trainees
Erin E. Peters-Burton, Timothy J. Cleary, and Susan G. Forman - Using Teacher Learning Teams as a Framework for Bridging Theory and Practice in Self-Regulated Learning
Nancy E. Perry, Charlotte A. Brenner, and Nicole MacPherson - Contexts Supporting Self-Regulated Learning at School Transitions
Wendy S. Grolnick and Jacquelyn N. Raftery-Helmer - Learning Technologies as Supportive Contexts for Promoting College Student Self-Regulated Learning
Anastasia Kitsantas, Nada Dabbagh, Suzanne E. Hiller, and Brian Mandell
Index
About the Editor
Timothy J. Cleary, PhD, is an associate professor in the Graduate School of Applied and Professional Psychology at Rutgers, The State University of New Jersey. He earned his bachelor's degree in psychology from Manhattan College, his master's degree and professional certification in school psychology from Queens College, and his doctorate in educational psychology from City University of New York Graduate School and University Center.
Dr. Cleary's research interests include developing evidence-based self-regulation and motivation assessments and intervention programs for children, adolescents, and young adults. He has published extensively on a variety of self-regulation issues and has applied his work across academic, athletic, and clinical contexts.
Dr. Cleary served as coeditor of a 2013 book, Applications of Self-Regulated Learning Across Diverse Disciplines: A Tribute to Barry J. Zimmerman.
Dr. Cleary has provided leadership in the scholarly community, serving on multiple editorial boards for top-tier journals as well as on the executive board of the Studying and Self-Regulated Learning Special Interest Group for American Educational Research Association for over 6 years. He frequently consults with schools and agencies on both national and international levels and specializes in translating self-regulation theory and research into applied practices for teachers, educators, and practitioners.
