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Self-Regulated Learning: Practical Interventions for Struggling Teens [Minkštas viršelis]

  • Formatas: Paperback / softback, 186 pages, aukštis x plotis: 279x216 mm, CD
  • Išleidimo metai: 31-May-2010
  • Leidėjas: Research Press Inc.,U.S.
  • ISBN-10: 0878226311
  • ISBN-13: 9780878226313
Kitos knygos pagal šią temą:
Self-Regulated Learning: Practical Interventions for Struggling TeensDidesnis paveikslėlis
  • Formatas: Paperback / softback, 186 pages, aukštis x plotis: 279x216 mm, CD
  • Išleidimo metai: 31-May-2010
  • Leidėjas: Research Press Inc.,U.S.
  • ISBN-10: 0878226311
  • ISBN-13: 9780878226313
Kitos knygos pagal šią temą:
Pastovi nuoroda: https://www.kriso.lt/db/9780878226313.html
Raktažodžiai:
Brier (pediatrics and psychiatry, Albert Einstein College of Medicine), who directs an adolescent division that serves youth with a history of chronic school failure, outlines a research-based approach for teaching adolescent students to develop self-regulation skills to help them be successful academically, with about 70 interventions for use in clinical or educational settings by mental health professionals, counselors, social workers, and school psychologists and meant to enhance students' self-control and self-discipline in the areas of planning, problem solving, and self-evaluation. Each chapter of interventions is preceded by a summary of the literature in areas such as choice and self-determination, goals, self-concept and sense of efficacy, self-guides and the possible self, self-monitoring, mood, controlling anxiety, and the social and physical context. The CD contains all reproducible questionnaires, checklists, and program forms. No index is supplied. Annotation ©2011 Book News, Inc., Portland, OR (booknews.com)
Figures
ix
Introduction 1(4)
Chapter 1 Components of Academic Self-Regulation
5(8)
Interventions
1.1 Assessment of Academic Self-Regulation Skills
7(1)
1.2 Comparison and Self-Assessment
7(1)
1.3 Understanding Self-Regulated Learning
8(1)
1.4 Understanding Academic Self-Regulation Tasks
8(5)
Chapter 2 Choice and Self-Determination
13(16)
Interventions
2.1 Increasing Awareness of the Role of Choice (Part 1)
16(1)
2.2 Increasing Awareness of the Role of Choice (Part 2)
16(2)
2.3 Assessing Awareness of Choice
18(1)
2.4 Understanding Goals and Performance Standards
18(2)
2.5 Highlighting the Relationship Among Choice, Willpower, and Effort
20(1)
2.6 Monitoring Willpower
20(3)
2.7 Explaining the Value of a Decision Balance Scale
23(1)
2.8 Assessing Stage of Readiness
23(1)
2.9 Choosing Interventions Based on Stage of Change
23(6)
Chapter 3 Understanding and Setting Goals
29(12)
Interventions
3.1 Identifying Key Elements of Intentions and Goals
32(1)
3.2 Understanding the Nature of a Goal
32(1)
3.3 Distinguishing and Identifying Goal Types
32(4)
3.4 Setting an Academic Goal
36(1)
3.5 Maintaining Motivation
36(5)
Chapter 4 Factors Influencing Goals
41(10)
Interventions
4.1 Clarifying Expectations About Academic Success
44(1)
4.2 Understanding How Value Is Attached to a Task
44(2)
4.3 Clarifying How Expectations and Value Affect Self-Regulation
46(1)
4.4 Attaching Value to a Task (Part 1)
46(3)
4.5 Attaching Value to a Task (Part 2)
49(1)
4.6 Increasing Interest in a Task
49(2)
Chapter 5 Planning, Effective Strategies, and Help Seeking
51(8)
Interventions
5.1 Increasing Awareness of Planning and Choosing Strategies
53(1)
5.2 Increasing Awareness of Forethought and Evaluation in Selecting Strategies
54(1)
5.3 Enhancing the Link Among Goals, Strategies, and Self-Reflection
55(1)
5.4 Facilitating the Use of Adaptive Help Seeking
56(3)
Chapter 6 Self-Concept and Sense of Efficacy
59(14)
Interventions
6.1 Explaining the Key Elements of Academic Self-Concept
64(1)
6.2 Clarifying the Nature of Academic Self-Representations
65(1)
6.3 Demonstrating the Relationship Between Self-Attributions and Academic Self-Concept
65(2)
6.4 Being Aware of Feedback and How It Affects Self-Attributions and Effort
67(1)
6.5 Facilitating an Incremental View of Intelligence
68(1)
6.6 Understanding How Academic Self-Concept Affects Expectations, Interest, and Effort
69(1)
6.7 Being Aware of Avoidance and Self-Handicapping
70(3)
Chapter 7 Self-Guides and the Possible Self
73(12)
Interventions
7.1 Clarifying the Nature of a Self-Guide
76(2)
7.2 Creating a Self-Guide
78(1)
7.3 Clarifying the Nature of a Possible Self
79(1)
7.4 Creating a Possible Self (Part 1)
80(1)
7.5 Creating a Possible Self (Part 2)
81(4)
Chapter 8 Self-Monitoring
85(14)
Interventions
8.1 Highlighting the Nature of Self-Awareness and Self-Observation (Part 1)
89(1)
8.2 Highlighting the Nature of Self-Awareness and Self-Observation (Part 2)
90(1)
8.3 Illustrating the Importance of Preplanning in Directing Attention to Goals and Standards
90(1)
8.4 Recognizing the Importance of Concrete Markers in Self-Observation
91(2)
8.5 Finding Ways to Maintain Self-Monitoring
93(1)
8.6 Improving the Ability to Pay Attention
94(2)
8.7 Demonstrating How to Manage Attention Better
96(1)
8.8 Using Meditation to Help Focus Attention
96(1)
8.9 Highlighting the Value of Self-Talk
97(2)
Chapter 9 The Role of Mood
99(10)
Interventions
9.1 Assessing Mood
101(1)
9.2 Staying Positive
101(2)
9.3 Disengaging from Negative Thoughts
103(1)
9.4 Challenging Feelings of Helplessness
104(1)
9.5 Overcoming Feelings of Not Being Liked
104(1)
9.6 Coping with Feelings of Being Teased or Left Out
105(4)
Chapter 10 Controlling Anxiety
109(12)
Interventions
10.1 Being Aware of Anxiety When Doing Schoolwork
111(1)
10.2 Understanding the Effects of Anxiety
111(3)
10.3 Strategies for Coping with Anxiety
114(1)
10.4 Using Relaxation Techniques to Reduce Anxiety
114(2)
10.5 Using Meditation to Manage Attention When Anxious
116(1)
10.6 Using Problem-Solving Techniques to Reduce Anxiety
116(1)
10.7 Identifying and Challenging Avoidance
117(2)
10.8 Dealing with Procrastination
119(1)
10.9 Challenging Excessive Perfectionism
120(1)
Chapter 11 The Social and Physical Context
121(16)
Interventions
11.1 Assessing the Caregiving Context
127(1)
11.2 Improving the Level of Caring and Acceptance by Caregivers
127(2)
11.3 Getting Support from a Helpful Adult
129(1)
11.4 Using a "Looking Glass"
129(1)
11.5 Assessing Peer Standards
130(2)
11.6 Getting Support from Friends
132(1)
11.7 Using Schedules and To-Do Lists
132(1)
11.8 Assessing the Use of Routines
133(2)
11.9 Preventing Tasks from Becoming Boring
135(2)
Chapter 12 Review and Key Ideas Challenge
137(14)
Interventions
12.1 Key Ideas Associated with Self-Regulation
143(1)
12.2 Postintervention Assessment
143(8)
Appendix A Academic Self-Regulation Checklist 151(6)
Appendix B Answer Keys 157(8)
References 165(10)
About the Author 175
Dr Norman Brier, Ph.D. is a professor of pediatrics and psychiatry at Albert Einstein College of Medicine, Bronx, New York, USA. He is Director of the Children's Evaluation and Rehabilitation Center's Adolescent Division. Dr. Brier has written many articles and chapters addressing the psychological and social difficulties of adolescents with learning and developmental disabilities. In addition, he maintains a private practice in Westchester County, New York.