Self-regulated learning (SRL) is one of the domains of self-regulation, and is aligned most closely with educational aims. Broadly speaking, it refers to learning that is guided by metacognition, strategic action, and motivation to learn. A self-regulated learner "monitors, directs, and regulates actions toward goals of information acquisition, expanding expertise, and self-improvement”. In particular, self-regulated learners are cognizant of their academic strengths and weaknesses, and they have a repertoire of strategies they appropriately apply to tackle the day-to-day challenges of academic tasks. These learners hold incremental beliefs about intelligence and attribute their successes or failures to factors within their control.
Michael I. Posner is an American psychologist who is a researcher in the field of attention, and the editor of numerous cognitive and neuroscience compilations. He is emeritus professor of psychology at the University of Oregon, and an adjunct professor at the Weill Medical College in New York. A Review of General Psychology survey, published in 2002, ranked Posner as the 56th most cited psychologist of the 20th century.
Gavriel Salomon was an Israeli educational psychologist who conducted research on cognition and instruction. He was a Professor Emeritus in the department of education at the University of Haifa.
Patricia A. Alexander is an educational psychologist who has conducted notable research on the role of individual difference, strategic processing, and interest in students' learning. She is currently a university distinguished professor, Jean Mullan Professor of Literacy, and Distinguished Scholar/Teacher in the Department of Human Development and Quantitative Methodology in the College of Education at the University of Maryland and a visiting professor at the University of Auckland, New Zealand.
Dale H. Schunk is an educational psychologist, former Dean and current professor in the School of Education at the University of North Carolina at Greensboro. He has researched the effects of social and instructional variables on cognition, learning, self-regulation and motivation. Schunk has served on the editorial boards of journals such as Contemporary Educational Psychology and Educational Psychology Review, and has authored many journal articles and book chapters on educational psychology. In addition to other books, he is author of the widely used textbook, Learning Theories: An Educational Perspective, and coauthor of Motivation in Education: Theory Research and Applications.
Philip H. Winne is a professor of educational psychology and former Canada Research Chair in Self-Regulated Learning and Learning Technologies at Simon Fraser University. A Fellow of the American Educational Research Association, the American Psychological Association, the Association for Psychological Science, and the Canadian Psychological Association, Winne has made significant contributions to research on self-regulated learning. He is the principal investigator of the Learning Kit Project, which has developed educational software, now called nStudy, founded on principles of self-regulated learning.
Neurodevelopmental framework for learning, like all frameworks, is an organizing structure through which learners and learning can be understood. Intelligence theories and neuropsychology inform many of them. The framework described below is a neurodevelopmental framework for learning. The neurodevelopmental framework was developed by the All Kinds of Minds Institute in collaboration with Dr. Mel Levine and the University of North Carolina's Clinical Center for the Study of Development and Learning. It is similar to other neuropsychological frameworks, including Alexander Luria's cultural-historical psychology and psychological activity theory, but also draws from disciplines such as speech-language pathology, occupational therapy, and physical therapy. It also shares components with other frameworks, some of which are listed below. However, it does not include a general intelligence factor, since the framework is used to describe learners in terms of profiles of strengths and weaknesses, as opposed to using labels, diagnoses, or broad ability levels. This framework was also developed to link with academic skills, such as reading and writing. Implications for education are discussed below as well as the connections to and compatibilities with several major educational policy issues.
Philosophical Psychology is a peer-reviewed academic journal devoted to the links between philosophy and psychology.
The Journal of Psychology: Interdisciplinary and Applied is a bimonthly double-blind, peer-review psychology journal published by Taylor & Francis. The Journal of Psychology was founded in 1935 by Carl Murchison, an American psychologist, organizer, publisher, and editor. He co-founded The Journal of Genetic Psychology, The Journal of Social Psychology, and The Journal of General Psychology, among others. In 2009, Heldref sold the ownership of the titles to Taylor & Francis.
Allan M. Collins is an American cognitive scientist, Professor Emeritus of Learning Sciences at Northwestern University's School of Education and Social Policy. His research is recognized as having broad impact on the fields of cognitive psychology, artificial intelligence, and education.
John Frederic Feldhusen (1926–2009) was an American educational psychologist who worked on gifted education.
In psychological theories of motivation, the Rubicon model, more completely the Rubicon model of action phases, makes a distinction between motivational and volitional processes. The Rubicon model "defines clear boundaries between motivational and action phases." The first boundary "separates the motivational process of the predecisional phase from the volitional processes of postdecisional phase." Another boundary is that between initiation and conclusion of an action. A self-regulatory feedback model incorporating these interfaces was proposed later by others, as illustrated in the figure.
Paul S. Goodman (1937–2012) was an organizational psychologist, author, and filmmaker. He was the Richard M. Cyert Professor of Organizational Psychology at Carnegie Mellon University's Tepper School of Business.
Ben James Winer was an American research psychologist and academic. He served as a psychology professor at Purdue University and was president of the Psychometric Society. He has been listed as one of the most highly cited psychologists in the United States, having authored a well-known textbook on statistical analysis.
Jeffrey Scott Tanaka was an American psychologist and statistician, known for his work in educational psychology, social psychology and various fields of statistics including structural equation modeling.
Benjamin Nagengast is a German educational psychologist. He has been Full Professor of Educational Psychology at the University of Tübingen, Germany, since November 2012. He has been vice-director of LEAD Graduate School & Research Network since 2012, and vice-director of Hector Research Institute of Education Sciences and Psychology at Tübingen University since 2014.
The Better Access Scheme also known as the "Better Access to Psychiatrists, Psychologists and General Practitioners initiative" is a program of the Australian Government that provides subsidised mental health care to Australian residents. Under the scheme, General Practitioners (GPs), Paediatricians and Psychiatrists with a Medicare provider number are able to refer patients to eligible allied health practitioners for treatment of mental health conditions under Medicare. The scheme is a key component of health care in Australia and aims to improve the treatment and management of mental illness within the Australian community. The introduction of the Better Access scheme has provided over 30 million individual treatment services for Australians with mental health disorders since its inception.
Michelene (Micki) T. H. Chi is a cognitive and learning scientist known for her work on the development of expertise, benefits of self-explanations, and active learning in the classroom. Chi is the Regents Professor, Dorothy Bray Endowed Professor of Science and Teaching at Arizona State University, where she directs the Learning and Cognition Lab.
Epistemic cognition, sometimes known as epistemological beliefs, or personal epistemology, is "cognition about knowledge and knowing", an area of research in the learning sciences and educational psychology. Research into epistemic cognition investigates people's beliefs regarding the characteristics of knowledge and knowing—as distinct from thinking or believing in general—and the impact of this on learning.
