Table of Contents
Contributors
Series Foreword
Barry J. Zimmerman
Acknowledgments
Introduction: An Overview of Applications of Self-Regulated
Learning
Timothy J. Cleary
I. Self-Regulated Learning Interventions Targeting Academic
and Behavioral Skills
Use of Self-Regulated Learning for Children With ADHD: Research
and Practice Opportunities
Linda A. Reddy, Erik Newman, and Arielle Verdesco
Self-Management Interventions to Reduce Disruptive Classroom
Behavior
Amy M. Briesch and Jacquelyn M. Briesch
Self-Regulated Learning Interventions for Motivationally
Disengaged College Students
Christopher A. Wolters and Leah D. Hoops
Success for Students With Learning Disabilities: What Does
Self-Regulation Have To Do With It?
Deborah L. Butler and Leyton Schnellert
Supporting Self-Regulated Reading for English Language Learners
in Middle Schools
Ana Taboada Barber and Melissa A. Gallagher
II. Self-Regulated Learning Interventions Targeting Mental
and Physical Health
Emotion Regulation Interventions for Youth With Anxiety
Disorders
Cynthia Suveg, Molly Davis, and Anna Jones
Emotion Regulation Interventions and Childhood Depression
Jill Ehrenreich-May, Sarah M. Kennedy, and Cara S. Remmes
Self-Regulation–Based Interventions for Children and
Adolescents With Asthma
Noreen M. Clark and Minal R. Patel
III. Self-Regulated Learning Interventions Across Diverse
Contexts
Professional Development Contexts That Promote Self-Regulated
Learning and Content Learning in Trainees
Erin E. Peters-Burton, Timothy J. Cleary, and Susan G. Forman
Using Teacher Learning Teams as a Framework for Bridging Theory
and Practice in Self-Regulated Learning
Nancy E. Perry, Charlotte A. Brenner, and Nicole MacPherson
Contexts Supporting Self-Regulated Learning at School
Transitions
Wendy S. Grolnick and Jacquelyn N. Raftery-Helmer
Learning Technologies as Supportive Contexts for Promoting
College Student Self-Regulated Learning
Anastasia Kitsantas, Nada Dabbagh, Suzanne E. Hiller, and Brian
Mandell
Index
About the Editor
About the Author
Timothy J. Cleary, PhD, is an associate professor in the
Graduate School of Applied and Professional Psychology at Rutgers,
The State University of New Jersey. Dr. Cleary's research interests
include developing evidence-based self-regulation and motivation
assessments and intervention programs for children, adolescents,
and young adults. He has published extensively on a variety of
self-regulation issues and has applied his work across academic,
athletic, and clinical contexts.
Dr. Cleary has provided leadership in the scholarly community,
serving on multiple editorial boards for top-tier journals as well
as on the executive board of the Studying and Self-Regulated
Learning Special Interest Group for American Educational Research
Association for over 6 years. He frequently consults with schools
and agencies on both national and international levels and
specializes in translating self-regulation theory and research into
applied practices for teachers, educators, and practitioners.
