Self-regulated learning and academic achievement: Theoretical perspectives
B. J. Zimmerman, D. H. Schunk 2001 Lawrence Erlbaum Associates Publishers: Mahwah.

Abstract: 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. The introductory chapter presents a historical overview of research and a theoretical framework for comparing and contrasting the theories described in the following chapters, all of which follow a common organizational format. This parallel format enables the book to function like an authored textbook rather than a typical edited volume. The final chapter offers a historical assessment of changes in theory and trends for future research. This volume is especially relevant for students and professionals in educational psychology, school psychology, guidance and counseling, developmental psychology, child and family development, as well as for students in general teacher education.

This resource is referenced here:
Subject: Education, Psychology
Resource Type: Pedagogic Resources:Overview/Summary, Research Results, Edited Book
Research on Learning: Cognitive Domain:Metacognition