Models of Self-Regulated Learning and Academic Achievement
Models of Self-Regulated Learning and Academic Achievement
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自我调节学习和学业成就的模型
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发表时间：
1989
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通讯作者：
B. Zimmerman
中科院分区：
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作者：
B. Zimmerman
对自我调节学术学习的研究是从研究人类自我控制或自我调节的更普遍的努力中发展起来的。对儿童在饮食和任务完成等个人控制领域使用自我调节过程（例如目标设定、自我强化、自我记录和自我指导）的有希望的调查促使教育研究人员和改革者考虑他们的使用学生在学术学习期间。在第一章中，我将讨论自我调节理论作为一种独特的学术学习和教学方法的历史，并将确定它们的共同特征。最后，我将简要介绍和比较六个突出的理论观点，自我调节学习操作，现象学，社会认知，意志，维果茨基，认知建构主义的方法，在一组共同的问题。在接下来的章节中，每一个理论观点都将由在研究和教学中使用过的杰出研究人员进行详细讨论。
Research on self-regulated academic learning has grown out of more general efforts to study human self-control or self-regulation. Promising investigations of children’s use of self-regulation processes, like goal-setting, self-reinforcement, self-recording, and self-instruction, in such areas of personal control as eating and task completion have prompted educational researchers and reformers to consider their use by students during academic learning. In this initial chapter, I will discuss self-regulation theories as a distinctive approach to academic learning and instruction historically and will identify their common features. Finally, I will briefly introduce and compare six prominent theoretical perspectives on self-regulated learning—operant, phenomenological, social cognitive, volitional, Vygotskian, and cognitive constructivist approaches—in terms of a common set of issues. In the chapters that follow, each theoretical perspective will be discussed at length by prominent researchers who have used it in research and instruction.