Self-regulation in the classroom: A perspective on assessment and intervention
Self-regulation in the classroom: A perspective on assessment and intervention
复制标题
DOI：
10.1111/j.1464-0597.2005.00205.x
复制
发表时间：
2005-04-01
影响因子：
7.2
通讯作者：
Corno, L
中科院分区：
文献类型：
--
作者：
Boekaerts, M;Corno, L
自我调节学习的结构没有简单明了的定义。教育心理学的理论家通过关注教育的学术方面，即学习和成就目标，缩小了学生自我调节能力的范围。然而，混乱的课堂学习世界创造了一种不同目标争夺学生注意力的局面。博卡尔茨的双加工自我调节模型描述了学习目标和幸福目标如何相互作用。我们认为，当学生掌握了良好的意志策略，表现为良好的工作习惯时，他们更有可能在学习上投入努力，当压力阻碍学习时，他们更有可能离开幸福的轨道。SRL定义的变化导致了测量程序的改变；研究人员从SRL的去上下文测量转向特定领域的测量，然后转向上下文敏感的测量。第一代SR评估的效度和可靠性一直是有限的，仍然存在几个问题。最近，研究人员设计了包括新工具的评估包，这些工具更好地将自我调节作为一个过程(例如，包括心理事件的痕迹、情景操纵和学生工作策略的记录)。在评估自我调节作为提高学生自我调节能力的干预措施的过程和效果方面，综合工具比单一工具更可取。目前，存在着许多完善的自我调节学习干预措施，课堂干预研究也可以从中吸取一些一般性的经验教训。
There is no simple and straightforward definition of the construct of self-regulated learning. Theorists in educational psychology have narrowed the scope of students' capability to self-regulate through a focus on the academic side of education, namely on learning and achievement goals. However, the messy world of classroom learning creates a situation in which different goals compete for students' attention. Boekaerts' dual processing self-regulation model describes how learning goals interact with well-being goals. We propose that when students have access to well-refined volitional strategies manifested as good work habits, they are more likely to invest effort in learning and get off the well-being track when a stressor blocks learning. Shifting definitions of SRL have led to changing measurement procedures; researchers moved away from decontextualised measures of SRL to domain-specific measures and then on to context-sensitive measures. The validity and reliability of the first generation of SR assessment has been limited and several issues remain. Recently, researchers have designed assessment packages including new instruments that better capture self-regulation as a process (including for example traces of mental events, situational manipulations, and records of student work strategies). A combination of instruments is preferable over a single instrument for assessing self-regulation as a process and the effects of interventions to improve students' self-regulatory capacity. At present, many sound SRL interventions exist and some general lessons can be learned about classroom intervention research.