Handbook of Self-Regulation of Learning and Performance
Handbook of Self-Regulation of Learning and Performance
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学习和表现自我调节手册
DOI：
--
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发表时间：
2011
期刊：
影响因子：
--
通讯作者：
D. Schunk
中科院分区：
文献类型：
--
作者：
B. Zimmerman;D. Schunk
关于个体如何调节行为的研究在教育和发展心理学领域蓬勃发展，我们现在更好地理解了儿童必须调节行为的有效方法，以及许多儿童在这样做时面临的挑战（Boekaerts，Pintrich，& Zeitheimer，2000）。研究人员表明，能够在学校规范自己行为的孩子往往会取得更好的成绩，并有其他积极的发展成果（齐默尔曼和克利里，2009）。鉴于自我调节和成就之间的联系，了解自我调节过程的发展，以及一些孩子如何学会有效地调节自己的行为，而另一些孩子在这样做时遇到了挑战，这是至关重要的。在自我调节的社会认知模型中，Pintrich和Zusho（2002）、Schunk和Ertmer（2000）以及齐默尔曼（2000）讨论了自我调节的不同阶段。第一阶段是深谋远虑和计划，在这个阶段，个人计划他或她的行动方针，各种激励信念，价值观和目标被激活。接下来是学习情境中的表现监控;这一阶段还包括对表现和动机的监控，并试图控制这些东西。例如，通过监控他们的表现，学生可以决定何时需要改变他们正在使用的策略。一些研究人员将这一阶段分为两个阶段，监测和控制（Pintrich & Zusho，2002）。第三个阶段是反思绩效，这发生在学习活动完成之后。在反思过程中，学生试图理解为什么会出现不同的结果，管理他或她对成就结果的情绪，并进行自我评价
Research on how individuals regulate their behavior has burgeoned in the fi elds of educational and developmental psychology, and we now have a better understanding of effective ways that children have to regulate behavior, as well as challenges that many children face in doing so (Boekaerts, Pintrich, & Zeidner, 2000). Researchers have shown that children who are able to regulate their behavior in school tend to achieve better, and have other positive developmental outcomes (Zimmerman & Cleary, 2009). Given the links of self-regulation and achievement, it is essential to understand the development of self-regulatory processes, and how some children learn to regulate their behavior effectively, while others have challenges in doing so. In their social cognitive models of self-regulation Pintrich and Zusho (2002), Schunk and Ertmer (2000), and Zimmerman (2000) discuss separate phases of self-regulation. The fi rst phase is forethought and planning , where the individual plans his or her course of action and various motivational beliefs, values, and goals are activated. Next is performance monitoring in the learning situation; this phase also involves monitoring of both performance and motivation, and attempts to control these things. For instance, by monitoring their performance students can decide when they may need to change the strategies they are using. Some researchers separate this phase into two phases, monitoring and control (Pintrich & Zusho, 2002). The third phase is refl ections on performance, which occur after the learning activities are completed. During refl ection the student attempts to understand why different outcomes occurred, manage his or her emotions with respect to the achievement outcomes, and otherwise engage in self-evaluation
元认知中的线索熟悉启发法。
DOI：
10.1037//0278-7393.19.4.851
发表时间：
1993
期刊：
Journal of experimental psychology. Learning, memory, and cognition
影响因子：
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作者：
Metcalfe,J;Schwartz,BL;Joaquim,SG
通讯作者：
Joaquim,SG
影响因子：
5.4
作者：
KINTSCH, W
通讯作者：
KINTSCH, W