Self-regulated learning and self-directed study in a pre-college sample.
Self-regulated learning and self-directed study in a pre-college sample.
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DOI：
10.1016/j.lindif.2009.09.002
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发表时间：
2010-02-01
影响因子：
3.6
通讯作者：
Loken, Eric
中科院分区：
文献类型：
--
作者：
Abar, Beau;Loken, Eric
自我调节学习（SRL）是一个多维度的结构，使用传统的以变量为中心的方法很难操作。本文采用以人为中心的研究方法，对205名高中生进行了自主学习研究。采用潜轮廓分析的自我报告的七个方面的SRL，三组被确定为：高SRL，低SRL，和平均SRL。学生自我报告的目标取向被用来作为验证的配置文件解决方案，与高学术自我调节组报告的最高水平的掌握取向，而低自我调节组报告的最高水平的回避取向。个人资料也进行了比较，独立收集的，行为措施的学习行为，与高度自我调节组倾向于研究更多的材料和更长的时间比自我调节的个人。
Self-regulated learning (SRL) is a multi-dimensional construct that has been difficult to operationalize using traditional, variable-centered methodologies. The current paper takes a person-centered approach to the study of SRL in a sample of 205 high-school students. Using latent profile analysis on self-reports of seven aspects of SRL, three groups were identified: high SRL, low SRL, and average SRL. Student self-reports of goal orientation were used as validation for the profile solution, with the high academic self- regulation group reporting the highest levels of mastery orientation while the low self-regulation group reported highest levels of avoidant orientation. Profiles were also compared on independently collected, behavioral measures of study behaviors, with the highly self-regulated group tending to study more material and for a longer time than less self-regulated individuals.
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影响因子：
8.8
作者：
Boekaerts, M;de Koning, E;Vedder, P
通讯作者：
Vedder, P
影响因子：
4.6
作者：
Byrnes, JP;Miller, DC;Reynolds, M
通讯作者：
Reynolds, M
DOI：
10.1111/j.1464-0597.2005.00205.x
发表时间：
2005-04-01
影响因子：
7.2
作者：
Boekaerts, M;Corno, L
通讯作者：
Corno, L
影响因子：
4.6
作者：
Boekaerts, Monique
通讯作者：
Boekaerts, Monique
影响因子：
2
作者：
Celeux, G;Soromenho, G
通讯作者：
Soromenho, G