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Self-regulated learning interventions with at-risk youth : enhancing adaptability, performance, and well-being / editor, Timothy J. Cleary, Rutgers, The State University of New Jersey.

Contributor(s): Cleary, Timothy J [editor.].
Series: School psychology book series: Publisher: Washington, D.C. : American Psychological Association, 2015Description: xv, 305 pages ; cm.Content type: text Media type: computer Carrier type: online resourceISBN: 9781433819872 (hardcover); 1433819872 (hardcover); 9781433819889 (digital : undefined format); 1433819880 (digital : undefined format).Subject(s): Children with social disabilities -- Education -- United States | Children with disabilities -- Education -- United States | Learning | Self-control | Emotional problems of children | Behavior modification | Behavioral assessment | Classroom management | School psychology | Social Behavior Disorders | Disabled Children | Learning | Behavior Therapy | Psychology, EducationalAdditional physical formats: OriginalDDC classification: 371.90973 Online resources: Fulltext available via EBSCOhost - Shibboleth login required Also issued in print.
Contents:
I. Self-regulated learning interventions targeting academic and behavioral skills -- II. Self-regulated learning interventions targeting mental and physical health -- III. Self-regulated learning interventions across diverse contexts.
Summary: "At-risk students dealing with cognitive, physical, mental health, and environmental challenges often have poor self-regulatory skills. They may struggle with tasks such as planning, goal-setting, and monitoring their own thoughts and actions. This volume describes how teachers, healthcare professionals, and others who work with young people can provide support and helpful strategies to students challenged by problems ranging from ADHD to conduct disorders to language learning deficits to disadvantaged backgrounds. The contributors discuss and illustrate the key components of effective self-regulatory learning, with a particular focus on the central role of feedback loops. Featuring a wide range of nationally known experts who draw on the latest theory- and research-based interventions, the book provides compelling evidence that self-regulated learning interventions are effective and powerful"--Publicity materials. (PsycINFO Database Record (c) 2015 APA, all rights reserved).
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Includes bibliographical references and index.

I. Self-regulated learning interventions targeting academic and behavioral skills -- II. Self-regulated learning interventions targeting mental and physical health -- III. Self-regulated learning interventions across diverse contexts.

"At-risk students dealing with cognitive, physical, mental health, and environmental challenges often have poor self-regulatory skills. They may struggle with tasks such as planning, goal-setting, and monitoring their own thoughts and actions. This volume describes how teachers, healthcare professionals, and others who work with young people can provide support and helpful strategies to students challenged by problems ranging from ADHD to conduct disorders to language learning deficits to disadvantaged backgrounds. The contributors discuss and illustrate the key components of effective self-regulatory learning, with a particular focus on the central role of feedback loops. Featuring a wide range of nationally known experts who draw on the latest theory- and research-based interventions, the book provides compelling evidence that self-regulated learning interventions are effective and powerful"--Publicity materials. (PsycINFO Database Record (c) 2015 APA, all rights reserved).

Also issued in print.

Electronic reproduction. Washington, D.C. : American Psychological Association, 2015. Available via World Wide Web. Access limited by licensing agreement. s2015 dcunns

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