Schunk, Dale H., & Zimmerman, Barry J. (Eds). (1998). Self-Regulated Learning: From Teaching to Self-Reflective Practice. Reviewed by Gypsy M. Denzine, Northern Arizona University

Schunk, Dale H., & Zimmerman, Barry J. (Eds). (1998). Self-Regulated Learning: From Teaching to Self-Reflective Practice. New York: Guilford Press viii + 244 pp $40.00 (Cloth)           ISBN 1-57230-306-9 Reviewed by Gypsy M. Denzine Northern Arizona University           This book is the third edited volume on self-regulated learning (SRL) by Schunk & Zimmerman. One might wonder whether these volumes, which focus on a relatively narrow topic, could distinguish themselves from one another? In fact, the three books are very different in their purpose and scope. In their first edited book, Self-regulated Learning and Academic Achievement: Theory, Research, and Practice (1989), Zimmerman & Schunk's goal was to ground self-regulated learning research in theory. For example, self-regulation was discussed from operant, phenomenological, social-cognitive, volitional, Vygotskian, and constructivist perspectives. The core objective of their second edited book, Self-regulation of Learning and Performance: Issues and Educational Applications (1994), was to identify the specific components and underlying processes of self-regulation. Much of the research cited in this volume employed an experimental research design and involved the study of a limited number of cognitive processes. In contrast, Self-Regulated Learning: From Teaching to Self-Reflective Practice focuses less on self-regulation practices of individuals and more on the practical applications of self-regulation in learning settings (Schunk & Zimmerman, p. vii). The third book is devoted to instructional models and large-scale intervention programs designed to promote SRL. This volume also differs from the two previous volumes in that it places a greater emphasis on long-term maintenance and transfer of academic self-regulation.           The greatest strength of this book may lie in its diversity. The chapters vary in terms of theoretical perspectives, intervention strategies, targeted student populations, and content domains. From a theoretical standpoint, the diversity of approaches described in this book is impressive. The reader is left with the impression that there are many ways to facilitate academic self-regulation. Persons familiar with the editors' line of research know that Schunk & Zimmerman's work in this area is based on social-cognitive theory. Yet, in this volume, they include authors whose theoretical orientation is very different from their own. For example, there are chapters emphasizing operant conditioning (Belfiore & Hornyak), architectural models of skill learning (Winne & Stockley), and a Vygotskian perspective (Biemiller, Shany, Inglis, & Michenbaum).           In addition to theoretical orientation, the authors describe a variety of intervention approaches. Some of the interventions include the use of technology, models, journaling, self-talk, and scaffolding. Moreover, these diverse approaches are studied with diverse groups of students. Authors describe intervention programs and research findings relative to promoting SRL among children, graduate students, learning disabled students, and adolescents. A final example of the variety contained in this book relates to the wide range of content domains covered. Developing self- regulated learners is addressed within the domains of learning mathematics, statistics, and writing. Also, self-regulation is applied to time management and homework management.           Self-Regulated Learning: From Teaching to Self-Reflective Practice contains eleven chapters. In Chapter One, Zimmerman reviews SRL theory and research, which serves as a foundation for the remainder of the book. The central part of the book (Chapters 2 through 10) provides an overview and reviews of evidence for intervention approaches. The last chapter focuses on future directions for theory, research, and educational applications in the area of academic self-regulation.           Although the chapters could be read out of order or even as stand-along chapters, Chapter One, "Developing Self-Fulfilling Cycles of Academic Regulation: An Analysis of Exemplary Instructional Models" by Zimmerman, provides an excellent introduction for readers new to the topic. In this chapter, Zimmerman defines self-regulated learners as individuals whose "view of academic learning is something they do for themselves rather than as something that is done to or for them. They believe academic learning is a proactive activity, requiring self- initiated motivational and behavioral processes as well as metacognitive ones (p. 1)." Zimmerman provides a useful overview of the three phases of SRL: forethought, performance or volitional control, and self-reflection. According to Zimmerman, forethought includes such cognitive processes as goal settings, self-efficacy beliefs, and strategic planning. Subprocesses of performance/volitional control include attention focusing, self- instruction, and self-monitoring. Examples of self-reflective subprocesses are self-evaluation, attributions, and adaptivity. In addition to providing definitions and examples, Zimmerman summarizes research on the various self-regulation subprocesses. Zimmerman does an excellent job of distinguishing naīve from skillful self-regulated learners. For example, in the forethought phase naīve self-regulators tend to set nonspecific and distal academic goals. Naīve self-regulators also tend to have low levels of academic self-efficacy and interest in the task. In the performance phase, naīve self-regulators do not stay focused on their original plan and they are not effective in monitoring their own progress. In the self-reflection phase, naīve self-regulators are more likely to avoid self-evaluation as compared to skillful self-regulators. Moreover, when naīve self-regulators do make self-evaluations they tend to be negative. Finally, naīve self- regulators are more likely to attribute their performance to ability related causes, whereas, skillful self-regulators are more likely to attribute their successes and failures to strategy use and amount of practice.           There are several other audiences for which Self-Regulated Learning: From Teaching to Self-Reflective Practice can serve as a valuable resource. First, for researchers already involved in investigating academic self-regulation this book provides an excellent review of the major findings in the literature. Also, the final chapter by Schunk & Zimmerman provides direction for future research.           A second audience for this book is educators interested in improving their own teaching. The concrete strategies described in the various chapters will provide teachers with the procedural knowledge they will need to implement a specific intervention approach. For example, Chapter 2 ("Writing and Self-Regulation: Cases from the Self-Regulated Strategy Development Model") by Graham, Harris, and Troia provides a detailed description of their efforts to help children incorporate self-regulatory processes, such as planning and revising, into their writing. The Self-Regulated Strategy Development (SRSD) approach involves more than just teaching writing skills to students. Rather the SRSD is designed "to help students master the higher level cognitive processes involved in composing; develop autonomous, reflective, self-regulated use of effective writing strategies, increase knowledge about the characteristics of good writing, and form positive attitudes about writing and their capabilities as writers (p. 23)." Although the SRSD model focuses on children's writing, this model can be applied to learners of all ages.           A third audience for which this book has relevance is educators interested in school reform. For example, in reading this volume I envisioned how self-regulated learning could serve as a model for restructuring higher education. Restructuring higher education would require faculty to use instructional strategies based on principles of self-regulated learning. In addition to faculty, student affairs staff would be asked to design their programs and services to focus on academic self- regulation. For instance, student orientation programs and academic support services could focus on promoting students to become self-regulating learners. Academic self-regulation could serve as a core principle underlying a university's mission. For educators involved in school reform efforts, this book offers an insightful approach for improving the quality of student learning.           Several strengths of this book are worth mentioning. First, the editors meet their goal of summarizing the empirical work being done in this area. For example, Graham et al. cite twenty empirical studies in their chapter, which provide support for the effectiveness of their intervention approach (SRSD). Another strength of this book is the outstanding final chapter written by the editors. In this chapter, Schunk & Zimmerman summarize the previous chapters and make connections among the chapters. Identifying commonalties among the interventions is important because throughout the book authors use different terminology depending on their theoretical orientation. The final chapter reminds us that self-regulating learning involves; student goal setting, teacher modeling, explicit instruction of strategy use, student self-monitoring and self-assessment, and requiring students to be independent and responsible for their own learning and performance. The editors also use the final chapter to outline areas where the authors diverge in their views of SRL. For example, the authors do not place equal emphasis on the role of social models in their interventions. Along with describing how the various interventions overlap and diverge, the editors use the final chapter to suggest a research agenda for the future. According to Schunk & Zimmerman, future research on SRL needs to focus on (1) the role of out-of-school influences, (2) the uses of technology, and (3) the influence of classroom inclusion.           The limitations of this book are more a reflection of the gaps in literature rather than a reflection of the quality of this book. For example, this book does not address academic self- regulation from a developmental perspective. Also, little attention is paid to the role of individual differences in academic self-regulation.           Overall, Schunk & Zimmerman accomplish their goal of moving academic self-regulation beyond theories and basic research. This book contributes to the educational literature by presenting a variety of large-scale interventions, which have been assessed for their long-term effectiveness. The editors are applauded for gathering such a well-qualified group of scholars to address theory-to-practice issues in the area of self-regulated learning. References Schunk, D. H., & Zimmerman, G. J. (Eds.). (1994). Self-regulation of learning and performance: Issues and educational applications. Hillsdale, NJ: Erlbaum. Zimmerman, B. J., & Schunk, D. H. (Eds.). (1989). Self-regulated learning and academic achievement: Theory, research and practice. New York: Springer-Verlag. About the Reviewer Gypsy Denzine           Gypsy Denzine is an Assistant Professor of Educational Psychology at Northern Arizona University. Her research focuses on graduate students' approaches to learning, teacher efficacy, implicit learning processes, and the application of social-cognitive theory to college student development.