Investigating self-regulation and motivation: Historical background, methodological developments, and future prospects
Investigating self-regulation and motivation: Historical background, methodological developments, and future prospects
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DOI：
10.3102/0002831207312909
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发表时间：
2008-03-01
影响因子：
3.6
通讯作者：
Zimmerman, Barry J.
中科院分区：
文献类型：
--
作者：
Zimmerman, Barry J.
几十年来，学生如何成为自律的学习者这个话题一直吸引着研究人员。最初尝试使用问卷调查和访谈来衡量自我调节学习（SRL），成功地证明了对学生学业成绩的显著预测。本文描述了第二波研究，这涉及到在真实环境中学习的自我调节过程和动机感受或信念的在线测量的发展。这些创新的方法包括电脑追踪、有声思考协议、学习日记、直接观察和微观分析。尽管仍处于发展的形成阶段，这些在线测量提供了关于SRL过程因果影响的有价值的新信息，并为未来的研究提出了新的问题。
The topic of bow students become self-regulated as learners has attracted researchers for decades. Initial attempts to measure self-regulated learning (SRL) using questionnaires and interviews were successful in demonstrating significant predictions of students' academic outcomes. The present article describes the second wave of research, which has involved the development of online measures of self-regulatory processes and motivational feelings or beliefs regarding learning in authentic contexts. These innovative methods include computer traces, think-aloud protocols, diaries of studying, direct observation, and microanalyses. Although still in the formative stage of development, these online measures are providing valuable new information regarding the causal impact of SRL processes as well as raising new questions for future study.