From Cognitive Modeling to Self-Regulation: A Social Cognitive Career Path
From Cognitive Modeling to Self-Regulation: A Social Cognitive Career Path
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从认知建模到自我调节：社会认知职业道路
DOI：
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发表时间：
2013
期刊：
影响因子：
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通讯作者：
B. Zimmerman
中科院分区：
文献类型：
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作者：
B. Zimmerman
我理解人类学习的来源和本质的职业道路始于对社会过程的兴趣，特别是认知建模，并导致了对自我调节过程的探索。我对这些过程的研究促使了几种社会认知模型的发展：一种综合了个人反馈的隐蔽、行为和环境来源的三元模型，一种从观察学习开始并依次进行自我调节的多层次训练模型，以及一种描述元认知和动机过程在学习过程中相互作用的周期性阶段模型。这些模型的实证支持进行了讨论，包括其正式和非正式的教学形式的影响。这项自我调节的研究表明，积极主动地设定上级目标，有意识地监控自己的学习，有效地使用策略，并适应性地回应个人反馈的学生不仅更快地掌握，而且更有动力持续努力学习。对今后的研究提出了建议。
My career path to understanding the source and nature of human learning started with an interest in social processes, especially cognitive modeling, and has led to the exploration of self-regulatory processes. My investigation of these processes has prompted the development of several social cognitive models: a triadic model that synthesized covert, behavioral, and environmental sources of personal feedback, a multilevel model of training that begins with observational learning and proceeds sequentially to self-regulation, and a cyclical phase model that depicts the interaction of metacognitive and motivational processes during efforts to learn. Empirical support for each of these models is discussed, including its implications for formal and informal forms of instruction. This self-regulation research has revealed that students who set superior goals proactively, monitor their learning intentionally, use strategies effectively, and respond to personal feedback adaptively not only attain mastery more quickly, but also are more motivated to sustain their efforts to learn. Recommendations for future research are made.