Handbook of self-regulation

Annotation The Handbook of Self-Regulation represents state-of-the-art coverage of the latest theory, research, and developments in applications of self-regulation research. Chapters are of interest to psychologists interested in the development and operation of self-regulation as well as applications to health, organizational, clinical, and educational psychology. This book pulls together theory, research, and applications in the self-regulation domain and provides broad coverage of conceptual, methodological, and treatment issues. In view of the burgeoning interest and massive research on various aspects of self-regulation, the time seems ripe for this Handbook, aimed at reflecting the current state of the field. The goal is to provide researchers, students, and clinicians in the field with substantial state-of-the-art overviews, reviews, and reflections on the conceptual and methodological issues and complexities particular to self-regulation research. Key Features * Coverage of state-of-the-art in self-regulation research from different perspectives * Application of self-regulation research to health, clinical, organizational, and educational psychology * Brings together in one volume research on self-regulation in different subdisciplines * Most comprehensive and penetrating compendium of information on self-regulation from multi-disciplinary perspectives Front Cover Handbook of Self-Regulation Copyright Page Table of Contents FOREWORD ABOUT THE EDITORS CONTRIBUTORS Chapter 1. SELF-REGULATION: AN INTRODUCTORY OVERVIEW PART I: GENERAL THEORIES AND MODELS OF SELF-REGULATION Chapter 2. ATTAINING SELF-REGULATION: A SOCIAL COGNITIVE PERSPECTIVE I. INTRODUCTION II. THE STRUCTURE OF SELF-REGULATORY SYSTEMS III. SOCIAL AND ENVIRONMENTAL INFLUENCES ON SELF-REGULATION IV. DYSFUNCTIONS IN SELF-REGULATION V. DEVELOPMENT OF SELF-REGULATORY SKILL VI. FUTURE RESEARCH DIRECTIONS VII. A CONCLUDING COMMENT Chapter 3. ON THE STRUCTURE OF BEHAVIORAL SELF- REGULATION I. BEHAVIOR IS GOAL DIRECTED AND FEEDBACK CONTROLLED II. HIERARCHICALITY AMONG GOALS III. FEEDBACK CONTROL AND CREATION OF AFFECT IV. CONFIDENCE AND DOUBT, PERSISTENCE AND GIVING UP V. DYNAMIC SYSTEMS AND HUMAN BEHAVIOR VI. CATASTROPHE THEORY VII. CONCLUDING COMMENT Chapter 4. ASPECTS OF GOAL NETWORKS: IMPLICATIONS FOR SELF-REGULATION I. A STRUCTURAL ANALYSIS OF GOAL NETWORKS II. SELF-REGULATORY CONSEQUENCES OF GOAL NETWORK STRUCTURE III. INDIVIDUAL DIFFERENCES IN THE STRUCTURE OF GOALS AND MEANS IV. COMPARISON TO OTHER PERSPECTIVES ON GOAL NETWORKS V. FUTURE DIRECTIONS: INTERPERSONAL GOALS VI. CONCLUSION Chapter 5. A FUNCTIONAL-DESIGN APPROACH TO MOTIVATION AND SELF-REGULATION: THE DYNAMICS OF PERSONALITY SYSTEMS AND INTERACTIONS I. INTRODUCTION II. DYNAMIC CONCEPTS IN CLASSICAL THEORIES OF MOTIVATION III. ARISTOTLE'S DYNAMIC CONCEPTS IV. PERSONALITY SYSTEMS INTERACTION THEORY V. BACK TO THE FUTURE: FROM CONTENTS TO MECHANISMS VI. CONCLUSION Chapter 6. PERSONALITY, SELF- REGULATION, AND ADAPTATION: A COGN ITIVE — SOCIAL FRAMEWORK I. FRAMEWORKS FOR PERSONALITY AND SELF-REGULATION RESEARCH II. SELF-REGULATION, TRAITS, AND COGNITIVE STRESS PROCESSES III. PERSONALITY AND SELF-REGULATION OF REACTIONS TO LIFE STRESS IV. PERSONALITY AND SELF-REGULATION IN PERFORMANCE ENVIRONMENTS V. AGGRESSIVE BEHAVIOR VI. CONCLUSIONS Chapter 7. ORGANIZATION AND DEVELOPMENT OF SELF-UNDERSTANDING AND SELF-REGULATION: TOWARD A GENERAL THEORY I. INTRODUCTION II. THE ARCHITECTURE OF SELF-AWARE AND SELF-REGULATED SYSTEMS III. DEVELOPMENT OF SELF-UNDERSTANDING AND SELF-REGULATION IV. EXPLAINING THE DEVELOPMENT OF SELF-UNDERSTANDING AND SELF-REGULATION V. CONCLUSIONS Chapter 8. THE ROLE OF INTENTION IN SELF-REGULATION: TOWARD INTENTIONAL SYSTEMIC MINDFULNESS I. SYSTEMS THEORY, SELF-REGULATION, AND MINDFULNESS II. SELF-REGULATION III. SELF-REGULATION TECHNIQUES AND POTENTIAL LIMITATIONS IV. PSYCHOPHYSIOLOGICAL RESEARCH ON SELF-REGULATION — PHYSIOLOGY AND ENERGY V. ELABORATION OF AN EXPANDED SELF-REGULATION MODEL: INTENTION VI. INTENTION VII. INTENTIONAL SYSTEMIC MINDFULNESS: MINDFULNESS QUALITIES AND SYSTEMIC PERSPECTIVES VIII. APPLICATIONS OF INTENTIONAL SYSTEMIC MINDFULNESS TO SELF-REGULATION TECHNIQUES IX. CONNECTEDNESS AND INTERCONNECTEDNESS X. GENERAL PRINCIPLES OF INTENTIONAL SYSTEMIC MINDFULNESS INTERVENTIONS XI. FACILITATING INTENTION SYSTEMIC MINDFULNESS XII. DIRECTIONS FOR FUTURE RESEARCH XIII. IMPLICATIONS FOR HEALTH AND MEDICINE XIV. SUMMARY Chapter 9. COMMUNAL ASPECTS OF SELF-REGULATION I. INTRODUCTION II. COPING AS SELF-REGULATION III. SUMMARY AND CONCLUSION PART II: DOMAIN-SPECIFIC MODELS AND RESEARCH ON SELF- REGULATION Chapter 10. SELF-REGULATION IN ORGAN IZATIONAL SETTINGS: A TALE OF TWO PARADIGMS I. INTRODUCTION II. DEFINITIONS III. TWO PARADIGMS IV. THE PARADIGMS IN INDUSTRIAL–ORGANIZATIONAL PSYCHOLOGICAL THEORIES OF SELF-REGULATION V. MERGING THE PARADIGMS VI. CONCLUSION Chapter 11. SELF-REGULATION AND HEALTH BEHAVIOR THE HEALTH BEHAVIOR GOAL MODEL I. INTRODUCTION II. CURRENT HEALTH BEHAVIOR MODELS AND SELF-REGULATION III. SELF-REGULATION AND THE PERSONAL GOAL STRUCTURE IV. GOAL ALIGNMENT, GOAL CONFLICT, AND GOAL BALANCE V. GOAL SETTING AND GOAL ORIENTATION VI. GOALS, BELIEFS, AND EMOTIONS VII. THE SELF-REGULATION PROCESS VIII. THE HEALTH BEHAVIOR GOAL MODEL IX. CONCLUSION AND DIRECTIONS FOR FUTURE RESEARCH Chapter 12. REGULATION, SELF-REGULATION, AND CONSTRUCTION OF THE SELF IN THE MAINTENANCE OF PHYSICAL HEALTH I. THE SELF-REGULATION THEME II. PROBLEM SOLVING, SELF-REGULATION, AND REGULATION OF THE SELF III. MODELING PROBLEM SOLVING, SELF-REGULATION, AND SELF-CONSTRUCTION IV. ILLNESS COGNITION AND CONTROL THEORY V. COPING PROCEDURES: GENERALIZED FACTORS VERSUS IF–THEN RULES THAT INTEGRATE REPRESENTATIONS, PROCEDURES, AND APPRAISALS VI. THE SELF SYSTEM VII. SUMMARY AND CONCLUDING COMMENTS Chapter 13. SELF-REGULATED LEARNING: FINDING A BALANCE BETWEEN LEARNING GOALS AND EGO-PROTECTIVE GOALS I. INTRODUCTION II. WHAT TURNS A POTENTIAL LEARNING OPPORTUNITY INTO A SITUATION THAT THE STUDENT IDENTIFIES AS SUCH? III. SELF-REGULATED LEARNING ORIGINATES IN THE IDENTIFICATION, INTERPRETATION, AND APPRAISAL OF AN OPPORTUNITY TO LEARN IV. GOAL SETTING: AN ESSENTIAL ASPECT OF SELF-REGULATED LEARNING V. SELF-REGULATED LEARNING IMPLIES GOAL STRIVING VI. CONCLUSIONS AND FUTURE DIRECTIONS Chapter 14. THE ROLE OF GOAL ORIENTATION IN SELF-REGULATED LEARNING I. A GENERAL FRAMEWORK FOR SELF-REGULATED LEARNING II. GOAL ORIENTATION AND SELF-REGULATED LEARNING III. CONCLUSIONS AND FUTURE DIRECTIONS FOR THEORY AND RESEARCH Chapter 15. MOTIVATION AND ACTION IN SELF-REGULATED LEARNING I. INTRODUCTION AND CONCEPTUAL FRAMEWORK II. AN ACTION MODEL FOR THE PREDICTION OF LEARNING MOTIVATION III. MOTIVATION, LEARNING, AND PERFORMANCE IV. TWO AIMS FOR FURTHER RESEARCH Chapter 16. MEASURING SELF-REGULATED LEARNING I. MEASURING INTERVENES IN AN ENVIRONMENT II. MEASUREMENTS OF SELF-REGULATED LEARNING REFLECT A MODEL OF SELF-REGULATED LEARNING III. PROTOCOLS FOR MEASURING SELF-REGULATED LEARNING IV. ISSUES IN MEASURING SELF-REGULATED LEARNING V. CONCLUSIONS AND FUTURE DIRECTIONS Part III: INTERVENTIONS AND APPLICATIONS OF SELF-REGULATION THEORY AND RESEARCH Chapter 17. SELF-REGULATION AND DISTRESS IN CLINICAL PSYCHOLOGY I. INTRODUCTION II. SELF-REGULATION AND ADDICTIVE BEHAVIORS III. SELF-REGULATION AND HEALTH IV. SELF-REGULATION AND SOCIAL ANXIETY V. SELF-REGULATION AND DEPRESSION VI. SELF-REGULATION AND THERAPY VII. SUMMARY AND CONCLUSIONS Chapter 18. SELF-MANAGEMENT OF CHRONIC ILLNESS I. INTRODUCTION II. CHARACTERISTICS OF CHRONIC ILLNESS III. TREATMENT OF CHRONIC ILLNESS IV. SELF-MANAGEMENT: SETTING THE STAGE V. PROCESSES OF SELF-MANAGEMENT VI. DISCUSSION VII. FUTURE DIRECTIONS AND CONCLUSIONS Chapter 19. SELF-REGULATION AND ACADEMIC LEARNING: SELF-EFFICACY ENHANCING INTERVENTIONS I. INTRODUCTION II. THEORETICAL FRAMEWORK III. RESEARCH EVIDENCE IV. INTERVENTIONS TO ENHANCE SELF-EFFICACY AND SELF-REGULATION V. FUTURE RESEARCH ON SELF-REGULATION VI. CONCLUSION Chapter 20. TEACHER INNOVATIONS IN SELF-REGULATED LEARNING I. INTRODUCTION II. OVERVIEW III. STRATEGY INSTRUCTION RESEARCH IN THE CONTENT AREAS IV. STRATEGY INSTRUCTION THROUGH COLLABORATIVE INNOVATION V. DEVELOPING A MODEL FOR TEACHING SELF-REGULATED LEARNING THROUGH STORY VI. COLLABORATIVE RESEARCH: FUTURE POSSIBILITIES VII. SUMMARY Chapter 21. SELF-REGULATION: A CHARACTERISTIC AND A GOAL OF MATHEMATICS EDUCATION I. INTRODUCTION II. LEARNING MATHEMATICS FROM INSTRUCTION: OUTLINE OF A THEORETICAL FRAMEWORK III. STUDENTS' FLAWS IN SELF-REGULATORY SKILLS AND BELIEFS IV. FOSTERING STUDENTS' SELF-REGULATION IN POWERFUL MATHEMATICS LEARNING ENVIRONMENTS V. CONCLUSIONS AND FUTURE DIRECTIONS FOR RESEARCH Chapter 22. SELF- REGULATION INTERVENTIONS WITH A FOCUS ON LEARNING STRATEGIES I. HISTORICAL OVERVIEW II. LEARNING STRATEGIES CAN BE MODIFIED OR LEARNED III. THE NATURE OF STRATEGIES AND STRATEGY INSTRUCTION IV. TYPES OF LEARNING STRATEGIES AND THEIR RELATIONSHIP TO OTHER STRATEGIC LEARNING COMPONENTS V. MODEL OF STRATEGIC LEARNING VI. TYPES OF STRATEGY INSTRUCTION AND THEIR EFFECTIVENESS VII. IMPORTANT COMPONENTS OF ADJUNCT COURSES VIII. THE NATURE AND IMPACT OF A COURSE IN STRATEGIC LEARNING AT THE UNIVERSITY OF TEXAS IX. FUTURE DIRECTIONS FOR LEARNING STRATEGIES RESEARCH Chapter 23. SELF-REGULATION: DIRECTIONS AND CHALLENGES FOR FUTURE RESEARCH I. DEVELOPING A TRACTABLE CONCEPTUAL FOUNDATION AND CONSISTENT NOMENCLATURE OF SELF-REGULATION CONSTRUCTS II. CLARIFYING SELF-REGULATION STRUCTURE AND PROCESSES III. MAPPING OUT THE NOMOLOGICAL NETWORK IV. CONSTRUCTION OF MORE REFINED MODELS V. REFINING MEASUREMENT OF SELF-REGULATION CONSTRUCTS VI. IMPROVING RESEARCH METHODOLOGY VII. EXPLORING INTERACTIONS BETWEENENVIRONMENT AND SELF-REGULATION VIII. ACQUISITION AND TRANSMISSION OF SELF-REGULATORY SKILLS IX. EXAMINING DEVELOPMENTAL DIFFERENCES IN SELF-REGULATORY SKILLS X. EXAMINING INDIVIDUAL DIFFERENCES IN SELF-REGULATORY SKILLS XI. APPLICATIONS XII. TRAINING AND PROMOTION OF SELF-REGULATORY CONCEPTS INDEX The Handbook of Self-Regulation represents state-of-the-art coverage of the latest theory, research, and developments in applications of self-regulation research. Chapters will be of interest to psychologists interested in the development and operation of self-regulation as well as applications to health, organizational, clinical, and educational psychology.This book pulls together theory, research, and applications in the self-regulation domain and provides broad coverage of conceptual, methodological, and treatment issues. In view of the burgeoning interest and massive research on various aspects of self-regulation, the time seems ripe for this Handbook, aimed at reflecting the current state of the field. The goal is to provide researchers, students, and clinicians in the field with substantial state-of-the-art overviews, reviews, and reflections on the conceptual and methodological issues and complexities particular to self-regulation research.