Abstract: This volume focuses on the role of motivational processes--such as goals, attributions, self-efficacy, outcome expectations, self-concept, self-esteem, social comparisons, emotions, values, and self-evaluations--in self-regulated learning. It provides theoretical and empirical evidence demonstrating the role of motivation in self-regulated learning, and discusses detailed applications of the principles of motivation and self-regulation in educational contexts. The contributors are all nationally known researchers who have conducted self-regulation research that included motivational variables. Each chapter includes a description of the motivational variables, the theoretical rationale for their importance, research evidence to support their role in self-regulation, and suggestions for ways to incorporate motivational variables into learning contexts to foster self-regulatory skill development and achievement outcomes. In addition to being a resource for educational researchers and practitioners, this book is designed for use by graduate students--many of whom will be educational professionals such as teachers or administrators, and by advanced undergraduates who have a minimal background in education and psychology. It is appropriate for any course that addresses self-regulation in some depth, such as introductory courses in learning, development, educational psychology, and instructional design, and for specialty courses in learning, human development, motivation, cognition, and instruction.
