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1.
Metacognition, motivation, and affect are components of self-regulated learning (SRL) that interact. The “metacognitive and affective model of self-regulated learning” (the MASRL model) distinguishes two levels of functioning in SRL, namely, the Person level and the Task × Person level. At the Person level interactions between trait-like characteristics such as cognitive ability, metacognitive knowledge and skills, self-concept, perceptions of control, attitudes, emotions, and motivation in the form of expectancy-value beliefs and achievement goal orientations are hypothesized. These person characteristics guide top-down self-regulation. At the Task × Person level, that is, the level at which SRL events take place, metacognitive experiences, such as feeling of difficulty, and online affective states play a major role in task motivation and bottom-up self-regulation. Reciprocal relations between the two levels of functioning in SRL are also posited. The implications of the MASRL model for research and theory are discussed.  相似文献   

2.
Researchers have recently suggested that teachers must undertake important dual self- regulation roles if they want to become effective at improving their students’ self-regulation. First, teachers need to become proficient at self-regulated learning (SRL) themselves, and then teachers need to learn explicitly how to proactively teach SRL – termed self-regulating teaching (SRT). Considering that both roles are difficult to attain by novice teachers, supports (prompts) are essential. We examined an intervention comparing the usefulness of two prompting conditions – generic versus specific – for developing both SRL (as learners) and SRT (as teachers) among 90 preservice science teachers engaging in explicit self-regulation instruction and reflective group discussion about learning/teaching experiences (observed learning clips, in-action teaching). We compared the two group conditions by using two SRL assessments and two SRT assessments. Mixed methods indicated that, as expected, the specific-prompts condition outperformed the generic-prompts condition on self-awareness of own SRL, skills for accurately noticing authentic videotaped students’ SRL, and explicit usage of SRT during actual teaching experiences. As expected, no differences emerged between generic and specific prompts in applying SRT to a novel lesson-design task (far-transfer measure). These findings, supported by two case studies’ sequential pattern analysis, offered an important contribution to theoretical and practical understanding of novice teachers’ self-regulation prompting approaches, practice modes, and multidimensional assessments of teachers’ professional development.  相似文献   

3.
Self-regulated learning (SRL) research has conventionally relied on measures, which treat SRL as an aptitude. To study self-regulation and motivation in learning contexts as an ongoing adaptive process, situation-specific methods are needed in addition to static measures. This article presents an ‘Adaptive Instrument for Regulation of Emotions’ aimed at accessing students’ experiences of individual and socially shared regulation of emotions in a socially challenging learning situation. The instrument, grounded in self-regulated and socially regulated learning theory, comprises four interrelated components: the socio-emotional challenges experienced in a collaborative learning situation; individual and group-level attempts to regulate the immediate emotions evoked by the challenges; the personal goals; and goal attainment pursued in that situation. The theoretical foundation of the instrument and its components are outlined and some reliability issues illustrated. The limitations but also educational potential of the instrument to understand regulation of emotions in socially challenging learning situations are discussed.  相似文献   

4.
Questions connected with the regulation of one's own cognitive processes attract increasing numbers of researchers in psychology, as evidenced by the several different models of self-regulation that have been developed over the past two decades. The aim of this article was to present and compare the latest models of self-regulated learning (SRL), including those by Boekaerts, Borkowski, Pintrich, Winne and Zimmerman. The models were compared on four criteria (i.e. background theories, definitions of SRL, components included in the models and empirical work). The results show that theoretical background is an important differentiating feature. The two models that resembled each other more than any other two models (i.e. Pintrich and Zimmerman) were inspired by the same background theory (i.e. social cognitive theory). On the other hand, the models that differed most from the other models (i.e. Borkowski and Winne) were also theoretically the farthest removed ones.  相似文献   

5.
《教育心理学家》2013,48(4):173-187
Self-regulated learning (SRL) has become a pivotal construct in contemporary accounts of effective academic learning. I examine several areas of theory and empirical research, which are not prominently cited in educational psychology's research into SRL, that reveal new details of what SRL is and how students develop productive SRL. I interpret findings from these investigations to suggest that nondeliberative, knowledge-based elements are inherent in the processes of SRL, and in learning more generally. Several topics for future research are sketched based on an assumption that learning effectively by oneself will remain a goal of education and can be an especially revealing context in which to research SRL.  相似文献   

6.
Self-regulated learning (SRL) is a multi-dimensional construct that has been difficult to operationalize using traditional, variable-centered methodologies. The current paper takes a person-centered approach to the study of SRL in a sample of 205 high-school students. Using latent profile analysis on self-reports of seven aspects of SRL, three groups were identified: high SRL, low SRL, and average SRL. Student self-reports of goal orientation were used as validation for the profile solution, with the high academic self-regulation group reporting the highest levels of mastery orientation while the low self-regulation group reported highest levels of avoidant orientation. Profiles were also compared on independently collected, behavioral measures of study behaviors, with the highly self-regulated group tending to study more material and for a longer time than less self-regulated individuals.  相似文献   

7.
As computer-based learning environments grow in prominence, so do the demands placed upon students to learn with these tools. Empirical research has shown that students who are effective at self-regulating their learning are more likely to acquire deep conceptual understanding while using these environments. However, there is a noticeable lack of research into the degree to which self-regulated learning (SRL) is domain-specific. Investigating this theoretical question about domain-specificity results in related questions about how to best capture and model SRL. To address these concerns, we randomly assigned college students to either a science or history digital library, and used think-aloud protocol (TAP) data to examine the degree to which SRL processing predicted knowledge gains, above and beyond the effects of prior knowledge. We examined multiple methods of aggregating SRL TAP data into analysis variables, to determine which would be the most predictive of learning gains, and then tested these findings using a sample from a second study. In addition, we tested whether the frequency of SRL processing differed by academic domain. We found that data-driven aggregation methods were the most effective at predicting learning gains, and that there were both intriguing similarities in SRL processing across domains (e.g., the importance of corroborating sources) as well as differences (e.g., the predictive validity of self-questioning). Our findings have implications for how to capture and model SRL processing, as well as how to foster SRL among those students who do not yet enact it effectively on their own.  相似文献   

8.
Existing theoretical frameworks on motivation have identified a number of critical components in our motivational engagement process in learning. However, little empirical research has examined how these different components interact with each other to support our overall motivational engagement. This study explores such dynamics in a bottom-up manner by examining the within-person contemporaneous network structure of key components in the motivational engagement process (i.e., reasons/values, expectancy belief, goals, social relations, affective experiences, and perceived autonomy). We tracked four participants working on psychological research projects over the course of a year on a daily basis, and found that their motivational engagement mainly consisted of a large network of nodes that support autonomous forms of self-regulation. Scrutiny of the network also suggests the critical roles of curiosity and intrinsic reason in bridging affective and core motivational aspects of engagement.  相似文献   

9.
The study was grounded on theoretical propositions and empirical research concerning school effectiveness, classroom effectiveness, school improvement and school renewal. In particular, improving student learning outcomes through improving and renewing schools is dependent on changing classroom cultures of learning and teaching. A model of classroom culture consisting of student educational values (dependent variable), formal learning outcomes (dependent variable), and the attitudes and behaviours of students, teachers and parents (independent variables) was proposed. Hypothesised relationships between the dependent and independent variables were tested by multiple regression analysis of data from 988 students obtained from administration of a Rasch-model instrument assessing classroom culture. The classroom learning attitudes and behaviours of students were found to relate directly to educational outcomes, as were teacher expectations and parent attitudes and behaviours. The attitudes and behaviours of students and teachers towards classroom collaboration and caring were not confirmed to relate directly to learning outcomes. The findings of the investigation are discussed in the light of the theoretical assumptions upon which the study was based, including identification of the implications of the empirical results for understanding and facilitating renewal of secondary schools with the intention of improving educational outcomes in classrooms.  相似文献   

10.
The effects of training in self-regulation on metacognition and math achievement were investigated. The participants were 116 community college students enrolled in developmental math courses. Students enrolled in 16 classrooms were randomly assigned to the treatment and control groups. Participants in the treatment group completed four self-regulated learning (SRL) exercises based on Zimmerman’s (2002) cyclical model. The exercises were completed weekly and repeated for a total of 3 weeks. During the last week of class, participants completed a final exam to measure math achievement as well as the metacognitive self-regulation and time/study environment management scales on the Motivated Strategies for Learning Questionnaire ([MSLQ], Pintrich, Smith, Garcia, & McKeachie, 1991). There were significant differences between the two groups, indicating that training in SRL improved math achievement and metacognitive skills assessed on both MSLQ scales. The findings suggested that training in SRL improves math achievement, metacognitive self-regulation and time/study environmental management skills of students enrolled in developmental math courses.  相似文献   

11.
This study informs the design and development of pedagogical agents that can flexibly support self-regulation by calibrating guidance to specific phases and facets of self-regulated learning (SRL) as individuals encounter challenges and develop more sophisticated understandings of the task and content. From a socio-cultural perspective of self-regulation, we examine the transition of self-regulatory control from teacher to graduate student during naturalistic instructional conferences. Three goals included (a) examining teacher–student dialogue about a complex task to see if fading actually occurs, (b) examining whether support and fading of support are calibrated to specific phases of the self-regulatory process at a given point in time, and (c) examining techniques used for scaffolding and fading scaffolding directed toward specific phases and facets (behavioral, cognitive, metacognitive and motivational) of the self-regulatory cycle. Findings support a socio-cultural perspective of SRL demonstrating a transition from teacher to student regulation across phases and facets of SRL. The paper concludes with an examination of how our findings can inform the design of computer-based scaffolds that can support SRL.  相似文献   

12.
Formative Assessment: Assessment Is for Self-regulated Learning   总被引：1，自引：0，他引：1  
The article draws from 199 sources on assessment, learning, and motivation to present a detailed decomposition of the values, theories, and goals of formative assessment. This article will discuss the extent to which formative feedback actualizes and reinforces self-regulated learning (SRL) strategies among students. Theoreticians agree that SRL is predictive of improved academic outcomes and motivation because students acquire the adaptive and autonomous learning characteristics required for an enhanced engagement with the learning process and subsequent successful performance. The theory of formative assessment is found to be a unifying theory of instruction, which guides practice and improves the learning process by developing SRL strategies among learners. In a postmodern era characterized by rapid technical and scientific advance and obsolescence, there is a growing emphasis on the acquisition of learning strategies which people may rely on across the entire span of their life. Research consistently finds that the self-regulation of cognitive and affective states supports the drive for lifelong learning by: enhancing the motivational disposition to learn, enriching reasoning, refining meta-cognitive skills, and improving performance outcomes. The specific purposes of the article are to provide practitioners, administrators and policy-makers with: (a) an account of the very extensive conceptual territory that is the ‘theory of formative assessment’ and (b) how the goals of formative feedback operate to reveal recondite learning processes, thereby reinforcing SRL strategies which support learning, improve outcomes and actualize the drive for lifelong learning.  相似文献   

13.
Students’ writing problems are a global educational concern and is in need of particular attention. This study aims to examine the impact of providing extra writing opportunities (i.e., writing journals) on the quality of writing compositions. A longitudinal cluster-randomized controlled design using a multilevel modeling analysis with 182 fourth grade students was conducted. We examined whether students’ writing quality differed when writing journals on a weekly basis for 12 weeks, compared with a control group. Three covariates were analyzed, namely: (i) the students’ attitudes towards writing; (ii) their self-efficacy in writing; (iii) and their use of self-regulation (SRL) strategies while writing. Findings have shown that students who wrote week-journals significantly improved the writing quality of their compositions and reported a higher use of SRL strategies in writing. Nevertheless, self-efficacy and attitude towards writing were found to not be related to the quality of the compositions. Moreover, data indicated that the writing quality of compositions improved along with the writing quality of the week-journals. Findings suggest the use of week-journals in class to promote writing.  相似文献   

14.
This study investigates how self-regulated learning phases are related to collaborative engagement in two different collaborative task conditions. It integrates SRL theory and the concept of engagement, including interaction in collaboration, as key characteristics of engagement. Forty-four second-year teacher education students worked in groups during a 7-week math didactic course. We collected 84 h of video recordings and coded the group's cognitive and socioemotional interaction and three phases of self-regulation within interaction, including forethought, performance and reflection. After that we analyzed the relationship between the interaction types representing collaborative engagement and SRL phases within two learning tasks. The results show that collaborative engagement did not differ between teacher-led and student-led tasks in terms of the interaction types. However, the results showed that the SRL phases occurred differently within cognitive and socioemotional interaction types when the two task conditions were compared. Findings concerning teacher-led tasks showed invariance in the occurrence of SRL phases across the task and highlighted the relationship between socioemotional interaction and the forethought phase. Additionally, findings concerning the student-led tasks showed systematic changes in the distribution of phases of SRL across sessions in all interaction types. Our results' theoretical and methodological implications for collaborative engagement research are discussed.  相似文献   

15.
基于60篇教育与中国经济增长实证研究中626个回归方程的元分析发现,教育对中国经济增长的作用估计受到不同研究特征的影响。尤其是,"显著效应"的实证结果受到估计方法、教育变量和经济增长变量的设定形式、教育变量的测量指标、样本起始年份、区域和控制变量选择等研究特征的显著影响。使用变量增长率形式、运用工具变量法、使用入学率和教育经费数据估计会降低显著性效应的概率;样本区域覆盖面越小、样本起始年份越早、使用受教育年限数据估计会增加显著性效应的概率。漏斗不对称检验显示样本文献存在显著的正向偏误,即回归结果越显著的研究越有可能被发表。因此,在分析教育对我国经济增长的作用时,必须考虑研究之间的异质性和可能存在的发表偏误。未来应重点关注的是,改进测量和估计方法,通过更严谨的研究设计精确识别教育对我国经济增长的因果效应;结合中国经济发展的阶段特征,分行业和部门讨论教育的作用,同时拓展非线性模型以考察教育的收益递增的外部效应;持续关注对教育质量的监测及其对经济增长的影响,为高质量教育体系的建设提供科学的理论支持。  相似文献   

16.
Current theoretical and operational definitions of underachievement require that students show sustained suppressed academic achievement. Yet, early detection may allow for effective intervention before underachievement becomes a chronic issue. While existing identification procedures were not designed to detect underachievement before low academic performance occurs, the integration of self-regulated learning (SRL) into these practices may promote earlier identification and intervention. This conceptual paper (a) anchors gifted underachievement within Zimmerman's SRL model, (b) examines existing gifted literature investigating SRL components to demonstrate the benefits of applying an SRL model, and (c) proposes a comprehensive measurement and intervention technique to capture important motivational variables at the task level. By measuring SRL processes and underachievement at a task-specific level, we can target interventions to specific needs, address underachievement before it becomes a persistent problem, and help learners reach their academic potential.  相似文献   

17.
Computer-based learning environments (CBLEs) present important opportunities for fostering learning; however, studies have shown that students have difficulty when learning with these environments. Research has identified that students’ self-regulatory learning (SRL) processes may mediate the hypothesized positive relations between CBLEs and academic performance. In this review, we identified 33 empirical studies of SRL and CBLEs. We address three research questions: (1) How do learner and task characteristics relate to students’ SRL with CBLEs? (2) Can various learning supports or conditions enhance the quality of students’ SRL as they learn with CBLEs? (3) What conceptual, theoretical, and methodological issues exist for this growing area of research? We found evidence that specific SRL processes are more often associated with academic success than others and that SRL skills can be supported. We also identified a number of issues that researchers should aim to address in future investigations, including a more comprehensive measurement of facets of SRL and the quality of SRL processes, the seeming disconnect between SRL processes and learning outcomes, and the distinction between self- and other-regulation. Electronic supplementary material  The online version of this article (doi:) contains supplementary material, which is available to authorized users.  相似文献   

18.
Based on the theoretical framework of self-regulated learning (SRL), the study aimed to examine whether the proposed relationship between classroom environment and students’ SRL was applicable in the case of Chinese readers. In this study, a questionnaire measuring students’ perception of reading instruction, strategy use, and reading motivation was completed by 1,654 Hong Kong and 2,006 Beijing students from grade 10. By comparing students from two different Chinese cities, the study also attempted to understand the learning attitudes and behaviors of students who share the same Confucian cultural backgrounds but experience different educational environments. The findings of this study indicated that the positive effects of perceived reading instruction on Chinese students’ SRL mainly came from strategy and metacognitive-based instruction, teacher support, and the nature of task. While both Hong Kong and Beijing students demonstrated a positive attitude towards their reading instruction as well as a positive degree of strategy use and reading motivation, significant area differences were found in nearly all measured variables. These findings have been discussed in the light of the contextual environments of the two Chinese cities. The study provides useful insights for understanding Chinese learners and Chinese classrooms from the perspective of SRL.  相似文献   

19.
In this article theoretical aspects of historically formed differences between living spaces and educational spaces are examined. From different spatial science perspectives, aspects of unboundedness, of narrowing and of exclusion are taken into account and understood as forms of territorialisation or of de- or reterritorialization processes. Along the perspectives of ‘immaterial space reproductions’, ‘spatial practices’, ‘architecture’ and ‘spatial contexts’ key results of spatial sensitive educational research is outlined. As desiderata especially methodological problems but also content-related ‘blind spots’ are discussed. The development of empirical research and a theoretical perspective is addressed with which it can be asked for the educational potential of societal and especially pedagogical space relations in view to the interwoven power-and-subjectification practices.  相似文献   

20.

Each learner brings a unique mix of personality traits, preferences, and talents to the educational setting. These factors can influence the extent to which learners are able to effectively deploy skills and strategies to achieve their academic goals. Gaining a deeper awareness of how specific personality traits play a role in the choice and deployment of SRL strategies provides opportunities to anticipate which learners might be effective or ineffective self-regulators. Doing so would enable instructional designers, educators, or higher education administrators to better plan and deliver effective educational experiences for a wide range of learners. The purpose of this study was to investigate the extent to which the use of SRL strategies was impacted by learner differences in Big Five personality traits. This mixed methods study examined the potential of utilizing the Big Five Inventory classification as a predictor of self-regulated strategy use. Specifically, the study investigated the relationship between the existence of openness, conscientiousness, extraversion, agreeableness, and neuroticism traits as possible predictors of learner use of SRL strategies. Results indicated that learners high in openness, conscientiousness, extraversion, and agreeableness were shown to be more skilled self-regulators than those high in neuroticism. Those high in neuroticism were less skilled self-regulators and tended to use help-seeking strategies more frequently than those in other personality trait categories. The qualitative findings highlighted the need for effective time management as an important self-regulation strategy, a preference for face to face versus an on-line delivery format, and a lack of motivation. However, responses did not seem to systematically vary by personality trait.

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