A Review of Self-regulated Learning: Six Models and Four Directions for Research.
A Review of Self-regulated Learning: Six Models and Four Directions for Research.
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DOI：
10.3389/fpsyg.2017.00422
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发表时间：
2017
影响因子：
3.8
通讯作者：
Panadero E
中科院分区：
文献类型：
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作者：
Panadero E
自我调节学习包括学习的认知、元认知、行为、动机和情绪/情感方面。因此，它是一个非同寻常的保护伞，在这个保护伞下，以全面和整体的方法研究了影响学习的大量变量（例如，自我效能感、意志、认知策略）。因此，SRL已经成为教育心理学中最重要的研究领域之一。本文对六种SRL模型进行了分析和比较；也就是齐默尔曼；Boekaerts;温恩和哈德温；Pintrich;Efklides;还有哈德温Järvelä和米勒。首先，从以下几个方面详细探讨每个模型：(a)历史和发展，(b)模型描述（包括模型图），(c)经验支持，(d)基于模型构建的工具。然后，从几个方面对这些模型进行了比较：(a)引用，(b)阶段和子过程，(c)它们如何概念化（元）认知，动机和情感，(d)自上而下/自下而上，(e)自动性和(f)上下文。在讨论中，研究了现有SRL元分析的经验证据，并提取了对教育的影响。进一步提出了今后的研究方向。审查得出了两个主要结论。首先，SRL模型形成了一个综合的、连贯的框架，从这个框架中进行研究，并在这个框架上教授学生，使他们更具战略性和成功。第二，基于现有的元分析证据，根据学生发展阶段或教育水平的差异，SRL模型的效果存在差异。因此，学者和教师需要开始运用SRL模型和理论的这些差异效应来提高学生的学习和SRL技能。
Self-regulated learning (SRL) includes the cognitive, metacognitive, behavioral, motivational, and emotional/affective aspects of learning. It is, therefore, an extraordinary umbrella under which a considerable number of variables that influence learning (e.g., self-efficacy, volition, cognitive strategies) are studied within a comprehensive and holistic approach. For that reason, SRL has become one of the most important areas of research within educational psychology. In this paper, six models of SRL are analyzed and compared; that is, Zimmerman; Boekaerts; Winne and Hadwin; Pintrich; Efklides; and Hadwin, Järvelä and Miller. First, each model is explored in detail in the following aspects: (a) history and development, (b) description of the model (including the model figures), (c) empirical support, and (d) instruments constructed based on the model. Then, the models are compared in a number of aspects: (a) citations, (b) phases and subprocesses, (c) how they conceptualize (meta)cognition, motivation and emotion, (d) top–down/bottom–up, (e) automaticity, and (f) context. In the discussion, the empirical evidence from the existing SRL meta-analyses is examined and implications for education are extracted. Further, four future lines of research are proposed. The review reaches two main conclusions. First, the SRL models form an integrative and coherent framework from which to conduct research and on which students can be taught to be more strategic and successful. Second, based on the available meta-analytic evidence, there are differential effects of SRL models in light of differences in students’ developmental stages or educational levels. Thus, scholars and teachers need to start applying these differential effects of the SRL models and theories to enhance students’ learning and SRL skills.