Learner autonomy, self regulation and metacognition
Learner autonomy, self regulation and metacognition
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学习者自主、自我调节和元认知
DOI：
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发表时间：
2009
期刊：
影响因子：
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通讯作者：
F. Çubukçu
中科院分区：
文献类型：
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作者：
F. Çubukçu
不同的理论试图解释为什么有些学生比其他学生更成功。现象学家(Mc Combs，1989)研究了学生的自我概念，发现这样的学生容易取得更大的成就。归因理论家(Dweck，1986；Weiner，2005)关注的是个人结果，如努力或能力。元认知理论家(Pressley，2000；Schunk，Pint ich&Meess，2007)研究了学生的自我调节学习策略，而建构主义者(Maxim，2009；Paris&Byrnes，1989)则认为支持性环境对成功非常重要。在本研究中，元认知理论将受到更多的重视，本文的目的是寻找自我调节、元认知和自主性之间的关系。
Different theories try to explain why some students are more successful than the others.Phenomenologists (Mc Combs, 1989) study self concepts of the students and find suchstudents prone to achieve more. Attributional Theorists (Dweck, 1986; Weiner, 2005) focuson personal outcome such as effort or ability. Metacognitive theorists (Pressley, 2000;Schunk, Pintrich & Meece, 2007) examine students’ self regulated learning strategieswhereas Constructivists (Maxim, 2009; Paris & Byrnes, 1989) believe supportiveenvironments are important to be successful. In this study, the metacognitive theory will begiven more importance and the purpose of the article is to find the correlation between selfregulation, metacognition and autonomy.