Motivation and self-regulated learning: Theory, research, and applications
D. H. Schunk, B. J. Zimmerman 2008 Lawrence Erlbaum Associates Publishers: Mahwah

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.

This resource is referenced here:
Subject: Education, Psychology
Resource Type: Scientific Resources:Research Results, Pedagogic Resources:Research Results, Book
Affective Domain Vocabulary: Student Motivation
Research on Learning: Affective Domain:Self-Efficacy, Student Attitudes, Student Motivation, Cognitive Domain:Metacognition