Instructional principles for self-regulation
Instructional principles for self-regulation
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DOI：
10.1007/bf02504930
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发表时间：
2001-01-01
影响因子：
5
通讯作者：
Young, DB
中科院分区：
文献类型：
--
作者：
Ley, K;Young, DB
本文的目的是提出在教学中嵌入支持的原则，以促进专家较少的学习者的自我调节(SR)。这些原则是基于对越来越多的关于成就较高和成就较低的学习者之间明显的自我调节差异的研究的分析。这项分析揭示了四个指导原则，设计师应该考虑为自我调节提供支持。每条原则都有研究支持，并附有教学实例。
The purpose of this article is to suggest principles for embedding support in instruction to facilitate self regulation (SR) in less expert learners. The principles are based on an analysis of the growing body of research on the distinctive self-regulation differences between higher and lower achieving learners. The analysis revealed four instructional principles that designers should consider to provide support for self-regulation. Each principle is supported by research and instructional examples are included.