خرید کتاب ISO ۹۰۰۰ Quality Systems Handbook-updated for the ISO ۹۰۰۱: ۲۰۱۵ standard: Increasing the Quality of an Organization’s Outputs ۷th Edition

In recent years, educators have become increasingly concerned with students’ attempts to manage their own learning and achievement efforts through activities that influence the instigation, direction and persistence of those efforts. In ۱۹۸۹, Zimmerman and Schunk edited the first book devoted to this topic. They assembled key theorists offering a range of perspectives on how students self-regulate their academic functioning. One purpose of that volume was to provide theoretical direction to ongoing as well as nascent efforts to explore academic self-regulatory processes. Since that date, there has been an exponential surge in research. This second volume on academic self-regulation offers the fruits of the first generation of research. It also addresses a number of key issues that have arisen since then such as how self-regulation differs from such related constructs as motivation and metacognition, and whether students can be taught self-regulatory skills. The contributors reveal an interesting, uplifting, and at times, disturbing picture of how students grapple with the day-to-day problems of achieving in circumstances with inherent limitations and obstacles. This volume provides insight into the source of students’ capabilities to surmount adversities — the origins of their self-initiated processes designed to improve learning, motivation, and achievement.