Self-regulated Learning at the Junction of Cognition and Motivation
Self-regulated Learning at the Junction of Cognition and Motivation
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DOI：
10.1027/1016-9040.1.2.100
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发表时间：
1996-01-01
影响因子：
4.6
通讯作者：
Boekaerts, Monique
中科院分区：
文献类型：
--
作者：
Boekaerts, Monique
自我调节学习是一种新的学习理论，它能够促进知识和技能向现实生活中的迁移，使学生在扩展和更新知识基础方面更加独立于教师。近年来，许多研究者对发展自我调节学习理论表现出了浓厚的兴趣。人们已经进行了大量研究，但这个概念的定义仍然过于宽泛，而且其基本基础仍然不为人所知。本文的目的是研究自我调节学习的两个密切相关的方面的理论基础，直到最近，在一个相对孤立的方式进行了研究。本文提出的概念框架强调了认知和动机剧目的组成部分之间的平行和互惠关系，并集中在这些剧目的三个层面：特定领域的知识，策略使用和目标。
Self-regulated learning has emerged as a powerful new learning theory that is able to promote the transfer of knowledge and skills to real-life situations and make students more independent of their teachers in extending and updating their knowledge base. In recent years, many researchers have shown an interest in developing a theory of self-regulated learning. Considerable research has been generated, but the concept is still too broadly defined and its basic foundations remain poorly under-stood. The purpose of this paper is to examine the theoretical underpinnings of two strongly related aspects of self-regulated learning that have, until recently, been studied in a relatively isolated fashion. The conceptual framework that is presented in this paper highlights the parallel and reciprocal relationships between components of the cognitive and motivational repertoire and centers on three levels of these repertoires: domain-specific knowledge, strategy use, and goals.