The purpose of the SSRL Special Interest Group is to bring together scholars interested in issues related to academic studying and self-regulated learning throughout the lifespan. Topics include (but are not limited to) motivation, metacognition, text processing, note taking, review, learning strategies, test taking, and writing. Dues are $10 for 1 year or $20 for 2 years. Our website is currently: http://uhaweb.hartford.edu/ssrl/

Table of Contents

•  Introduction

•  AERA 2006 meeting information

•  EARLI SIG meeting information and call for papers

•  Academic Exchange Quarterly call for manuscripts

•  Tips for new graduate students on getting the most out of conferences

•  Recent publications on self-regulated learning

•  SIG officers

Upcoming AERA 2006 Annual Meeting

The 2006 AERA meeting will be held in San Francisco, California from Friday, April 7- Tuesday, April 11. Registration and lodging are open. Meeting schedules will be determined by the second week in February. Please visit the AERA website for information about the 2006 and future meetings:

http://www.aera.net/annualmeeting/?id=282

The SSRL SIG meeting is likely to be a breakfast meeting, including light refreshments. Please check the AERA website for scheduling information in February. We hope to see you at the meeting.

EARLI SIG Meeting Information

The 2nd meeting of EARLI SIG 16 on Metacognition will be held from July 19-21, 2006, at the School of Education , University of Cambridge . The main organizer is David Whitebread. Wolfgang Schneider has accepted the invitation to give a keynote and a dinner party has been arranged at Jesus College , one of the oldest Cambridge colleges, founded in 1496. Please, check the conference website at the School of Education for more details. The site is still in the process of development, so don't hesitate to visit it again:

http://www.educ.cam.ac.uk/metacognition/

EARLI SIG Meeting

(Belated) Call for Papers

All presentation proposals will be considered, provided they are related to metacognition. Both research results as well as thorough theoretical viewpoints on metacognition may be the focus of a proposal. The presentation format may be poster, paper or symposium (maximum of 4 papers) with, in all formats, ample opportunity for discussion. Papers and posters will be organized in sessions around common themes.

Please send your presentation proposal as an attached file in .doc or .rtf format before February 1 st , 2006 by email to Jan Oram (Conference Facilities Administrator) at jo221@cam.ac.uk . This proposal should include the following information:

For Posters and Papers :

1) Title of the presentation

2) Name(s), affiliation(s), address, and email addresses of contributors

3) Preference for a paper or poster presentation,

4) Abstract of 150 words

5) Summary of 500 words

For symposia :

1) Title of the symposium

2) Name(s), affiliation(s), address, and email addresses of contributors

3) Overview of the symposium theme of 150 words

and for each paper in the symposium :

4) Abstract of 150 words

5) Summary of 500 words

All proposals will be reviewed by a committee of SIG members and Cambridge colleagues and a notice of acceptance will be sent before April 1st, 2006 . Depending on the number of proposals we may ask you to change the format of the presentation.

For further information, look at the conference website of the School of Education , University of Cambridge :

http://www.educ.cam.ac.uk/metacognition/

Call for Manuscripts

Academic Exchange Quarterly

Winter 2006, Volume 10, Issue 4
Expanded issue up to 400+ pages.
Articles on various topics plus the following special section.

Self-Regulation of Learning
Feature Editor:
Hefer Bembenutty, Ph.D.
Assistant Professor, Secondary Education and Youth Services
Queens College, NY
E-mail: bembenuttyseys@yahoo.com

Focus:
Self-regulation of learning examines the process by which learners set goals, monitor, regulate, and control their learning, motivation for learning, behavior, actions, and guide their effort to secure academic achievement. Self-regulation of learning investigates the contextual, environmental, and social cognitive factors that guide and promote learning. Self-regulation of learning examines the conditions that enact successful learning as well as those that constrain academic self-regulation and explores the development of self-regulatory skills and interventions that improve students' self-directed and proactive learning. Self-regulation of learning considers empirical and theoretical contributions dealing with improving students' self-regulation of learning. Quantitative and qualitative methods as well as theoretical analyses with practical applications addressing the cognitive processing, motivation for learning, the role of teachers, classroom practice, educational interventions, and individual differences including gender, ethnicity, and exceptionality, will be considered.

Who May Submit:
Manuscripts are welcome from researchers, teachers, administrators, professors, and graduate students co-authored with professors. The contextual settings of learning could be in traditional classrooms, sport or medical settings, college environment, vocational or training centers, elementary to secondary education, and higher education.
Please identify your submission with keyword: SELF

Submission deadline:
any time until the end of August 2006; see details for other deadline options like early, regular, and short.

Submission Procedure:

http://rapidintellect.com/AEQweb/rufen1.htm
or
http://www.higher-ed.org/AEQ/rufen1.htm

Conference Tips for New Grad Students

We recommend the following strategies for getting the most out of AERA, EARLI, and other conferences.

•  Take the “rock star” approach to session attendance in order to get a broad perspective on the field of education and to learn about cutting edge ideas: Go to the big sessions offered by well-known researchers, whether or not you are interested in the topic.

•  Give yourself mental and physical breaks. An enthusiastic conference attendee could sit in sessions from sun up to sundown. This approach is likely to lead to cognitive saturation and provide few rewards. Pace yourself by selecting only a few sessions a day and ensuring that you have time between sessions to eat, walk, and think.

•  Attend a special interest group (SIG) meeting or two. Introduce yourself, learn about the SIG, and consider getting involved.

•  Attend parties. They can be fun and provide networking opportunities.

•  Attend graduate student functions.

•  Take a long-term perspective. Sarah Manlove, a Ph.D. student at the University of Twente in the Netherlands , says she realized that it was only after a couple of conferences that she felt like she was creating a network: “Getting to know research and people takes time. I tried to make one conference build on the previous by reminding myself whose research I wanted to check in with, and what I had seen and liked in the previous conference.”

•  Make contacts and keep in touch. Sarah made a few quick contacts at the first conference and kept in touch with them. By her third AERA conference she had built up some close contacts and was able to build on them via paper exchanges, invitations to review articles, and opportunities to extend invitations to the University of Twente . Following up with contacts in a timely manner after the conference was key to this process. Sarah recommends creating a way of keeping track of the people you meet and the research you saw, such as writing a quick “report” at the end of each day, or submitting an AERA report to doctoral students in your department once AERA is over.

Recent Publications on Self-Regulated Learning

The following is not an exhaustive list but rather a compilation of publications
submitted to the editors by SSRL SIG members.

Bol, L., Hacker, D. J., O'Shea, P., & Allen, D.  (2005).  The influence of overt practice, achievement level, and explanatory style on calibration accuracy and performance.  Journal of Experimental Education , 73, 269-290.

Hacker, D. J., & Bol, L.  (2004).  Metacognitive theory:  Considering the social-cognitive influences.  In D. M. McInerney & S. Van Etten (Eds.), Big theories revisited (pp. 275-297).  Greenwich , CT :  Information Age Press.

Lan, W. (2005).  Self-monitoring and its relationship with educational level and task importance. Educational Psychology 25(1), 109-127.

Dr. Lan has reprints to share. Please contact him at William.Lan@ttu.edu

Van Eekelen, I.M., Boshuizen, H.P.A., & Vermunt, J.D. (2005). Self-regulation in higher education teacher learning . Higher Education, 50, 447-471.

Vermunt, J.D. (2005). Relations between student learning patterns and personal and contextual factors and academic performance. Higher Education, 49, 205-234 .

Vermunt, J.D., & Vermetten, Y.J. (2004). Patterns in student learning: relationships between learning strategies, conceptions of learning, and learning orientations. Educational Psychology Review, 16 (4), 359-384.

Special Issues

Academic Exchange Quarterly, Winter, 2005 . Edited by Hefer Bembenutty.

Educational Psychologist, 40 (4). Edited by Roger Azevedo, this issue focuses on the role of SRL in facilitating students' learning with computer-based learning environments.

Instructional Science, 33 (5-6). Edited by Roger Azevedo and Allyson Hadwin, this issue is accessible via http://www.springerlink.com/