mts 2012 - Special Issue on New Perspectives on Integrating Self-Regulated Learning at School

Self-regulated learning (SRL) is the process through which individuals control their own learning, from the cognitive, metacognitive, behavioral, emotional, and motivational points of view. It is an important interdisciplinary competence that has increasingly gained attention in the past couple of decades because it leads to improved learning and it helps people to cope with the challenges of life-long-learning in the knowledge society.
Whereas the field of SRL has been widely investigated, it is important to draw a comprehensive picture of the SRL contribution at school settings, in particular by analyzing what features and conditions make a promising arena for SRL development in primary schools through secondary grades.
This issue aims to bring together a series of papers addressing theoretical, methodological, and practical issues or reviews of research program on SRL and to discuss new perspectives of integrating SRL at school and classrooms, taking into account the students, teachers, and the learning context. Potential topics include, but are not limited to:
Important components of self-regulated learning (e.g., motivation, metacognition, contextual, and/or behavioral)
Development of self-regulatory processes of young students
Supporting teachers to promote SRL in school
Fostering SRL through information communication technology (ICT)
Social environments to enhance SRL in school
Advanced programs to support SRL in different ages and disciplines
SRL and students with different learning abilities
Methodologies to assess SRL in classroom and school contexts
Before submission authors should carefully read over the journal's Author Guidelines, which are located at http://www.hindawi.com/journals/edu/guidelines/. Prospective authors should submit an electronic copy of their complete manuscript through the journal Manuscript Tracking System at http://mts.hindawi.com/ according to the following timetable:
Manuscript Due Friday, 1 June 2012
First Round of Reviews Friday, 24 August 2012
Publication Date Friday, 19 October 2012
Lead Guest Editor
Bracha Kramarski, Department of Education, Bar-Ilan University, Israel
Guest Editors
Annemie Desoete, Department of Experimental Clinical and Health Psychology, Ghent University, Ghent, Belgium
Maria Bannert, Department of Human-Computer Media, Wuerzburg University, Wuerzburg, Germany
Susanne Narciss, Department of Psychology, Technische University Dresden, Dresden, Germany
Nancy Perry, Department of Educational & Counselling Psychology, and Special Education, University of British Columbia, Vancouver, BC, Canada