Contents Historical, Contemporary, and Future Perspectives on Self-Regulated Learning and PerformanceDale H. Schunk and Jeffrey A. Greene Section I. Basic Domains of Self-Regulation of Learning and Performance Social Cognitive Theoretical Perspective of Self-RegulationEllen L. Usher and Dale H. Schunk Cognition and Metacognition Within Self-Regulated LearningPhilip H. Winne Developmental Trajectories of Skills and Abilities Relevant for Self-Regulation ofLearning and Performance Rick H. Hoyle and Amy L. Dent Motivation and Affect in Self-Regulated Learning: Does Metacognition Play a Role?Anastasia Efklides, Bennett L. Schwartz, and Victoria Brown Self-Regulation, Co-Regulation and Shared Regulation in Collaborative Learning EnvironmentsAllyson Hadwin, Sanna Järvelä, and Mariel Miller Section II. Self-Regulation of Learning and Performance in Context Metacognitive Pedagogies in Mathematics Classrooms: From Kindergarten to College and BeyondZemira R. Mevarech, Lieven Verschaffel, and Erik De Corte Self-Regulated Learning in ReadingKeith W. Thiede and Anique B. H. de Bruin Self-Regulation and WritingSteve Graham, Karen R. Harris, Charles MacArthur, and Tanya Santangelo The Self-Regulation of Learning and Conceptual Change in Science: Research,Theory, and Educational Applications Gale M. Sinatra and Gita Taasoobshirazi Using Technology-Rich Environments to Foster Self-Regulated Learning in the Social StudiesEric G. Poitras and Susanne P. Lajoie Self-Regulated Learning in Music Practice and PerformanceGary E. McPherson, Peter Miksza, and Paul Evans Self-Regulation in Athletes: A Social Cognitive PerspectiveAnastasia Kitsantas, Maria Kavussanu, Deborah B. Corbatto, and Pepijn K. C. van de Pol Self-Regulation: An Integral Part of Standards-Based EducationMarie C. White and Maria K. DiBenedetto Teachers as Agents in Promoting Students’ SRL and Performance: Applicationsfor Teachers’ Dual-Role Training Program Bracha Kramarski Section III. Technology and Self-Regulation of Learning and Performance Emerging Classroom Technology: Using Self-Regulation Principles as a Guide for Effective ImplementationDaniel C. Moos Understanding and Reasoning About Real-Time Cognitive, Affective, andMetacognitive Processes to Foster Self-Regulation With Advanced Learning Technologies Roger Azevedo, Michelle Taub, and Nicholas V. Mudrick The Role of Self-Regulated Learning in Digital GamesJohn L. Nietfeld Self-Regulation of Learning and Performance in Computer-Supported Collaborative Learning EnvironmentsPeter Reimann and Maria Bannert Section IV. Methodology and Assessment of Self-Regulation of Learning and Performance Validity and the Use of Self-Report Questionnaires to Assess Self-Regulated LearningChristopher A. Wolters and Sungjun Won Capturing and Modeling Self-Regulated Learning Using Think-Aloud ProtocolsJeffrey A. Greene, Victor M. Deekens, Dana Z. Copeland, and Seung Yu Assessing Self-Regulated Learning Using Microanalytic MethodsTimothy J. Cleary and Gregory L. Callan Advancing Research and Practice About Self-Regulated Learning: The Promise of In-Depth Case Study MethodologiesDeborah L. Butler and Sylvie C. Cartier Examining the Cyclical, Loosely Sequenced, and Contingent Features of Self-Regulated Learning: Trace Data and Their AnalysisMatthew L. Bernacki Data Mining Methods for Assessing Self-Regulated LearningGautam Biswas, Ryan S. Baker, and Luc Paquette Section V. Individual and Group Differences in Self-Regulation of Learning and Performance26. Calibration of Performance and Academic Delay of Gratification: Individual and Group Differences in Self-Regulation of LearningPeggy P. Chen and Héfer Bembenutty27. Academic Help Seeking as a Self-Regulated Learning Strategy: Current Issues, Future DirectionsStuart A. Karabenick and Eleftheria N. Gonida28. The Three Faces of Epistemic Thinking in Self-Regulated LearningKrista R. Muis and Cara Singh29. Advances in Understanding Young Children’s Self-Regulation of LearningNancy E. Perry, Lynda R. Hutchinson, Nikki Yee, and Elina Määttä30. Self-Regulation: Implications for Individuals With Special NeedsLinda H. Mason and Robert Reid31. Culture and Self-Regulation in Educational ContextsDennis M. McInerney and Ronnel B. King