Back Seberegulované učení Czech Selbstgesteuertes Lernen German מכוונות עצמית בלמידה HE

Self-regulated learning

Self-regulated learning (SRL) is one of the domains of self-regulation, and is aligned most closely with educational aims.[1] Broadly speaking, it refers to learning that is guided by metacognition (thinking about one's thinking), strategic action (planning, monitoring, and evaluating personal progress against a standard), and motivation to learn.[2] [3] [4] [5] [6] A self-regulated learner "monitors, directs, and regulates actions toward goals of information acquisition, expanding expertise, and self-improvement”.[7] In particular, self-regulated learners are cognizant of their academic strengths and weaknesses, and they have a repertoire of strategies they appropriately apply to tackle the day-to-day challenges of academic tasks. These learners hold incremental beliefs about intelligence (as opposed to entity, or fixed views of intelligence) and attribute their successes or failures to factors (e.g., effort expended on a task, effective use of strategies) within their control.[8]

Finally, self-regulated learners take on challenging tasks, practice their learning, develop a deep understanding of subject matter, and exert effort towards academic success.[4] In part, these characteristics may help to explain why self-regulated learners usually exhibit a high sense of self-efficacy.[9] In the educational psychology literature, researchers have linked these characteristics to success in and beyond school.[10][11]

Self-regulated learners are successful because they control their learning environment. They exert this control by directing and regulating their own actions toward their learning goals. Self-regulated learning should be used in three different phases of learning. The first phase is during the initial learning, the second phase is when troubleshooting a problem encountered during learning and the third phase is when they are trying to teach others.[12]

  1. ^ Burman, Jeremy T.; Green, Christopher D.; Shanker, Stuart (September 2015). "On the Meanings of Self-Regulation: Digital Humanities in Service of Conceptual Clarity" (PDF). Child Development. 86 (5): 1507–1521. doi:10.1111/cdev.12395. PMID 26234744. S2CID 31507777.
  2. ^ Butler, Deborah L.; Winne, Philip H. (1995). "Feedback and Self-Regulated Learning: A Theoretical Synthesis". Review of Educational Research. 65 (3). American Educational Research Association (AERA): 245–281. doi:10.3102/00346543065003245. ISSN 0034-6543. S2CID 145522577.
  3. ^ Winne, Philip H.; Perry, Nancy E. (2000). "Measuring Self-Regulated Learning". Handbook of Self-Regulation. Elsevier. pp. 531–566. doi:10.1016/b978-012109890-2/50045-7. ISBN 978-0-12-109890-2.
  4. ^ a b Perry, Nancy E.; Phillips, Lynda; Hutchinson, Lynda (2006). "Mentoring Student Teachers to Support Self-Regulated Learning". The Elementary School Journal. 106 (3). University of Chicago Press: 237–254. doi:10.1086/501485. ISSN 0013-5984. S2CID 145729221.
  5. ^ Zimmerman, Barry J. (1990). "Self-Regulated Learning and Academic Achievement: An Overview". Educational Psychologist. 25 (1). Informa UK Limited: 3–17. doi:10.1207/s15326985ep2501_2. ISSN 0046-1520.
  6. ^ Boekaerts, Monique; Corno, Lyn (2005). "Self-Regulation in the Classroom: A Perspective on Assessment and Intervention". Applied Psychology. 54 (2). Wiley: 199–231. doi:10.1111/j.1464-0597.2005.00205.x. ISSN 0269-994X.
  7. ^ Paris, Scott G.; Paris, Alison H. (June 2001). "Classroom Applications of Research on Self-Regulated Learning". Educational Psychologist. 36 (2): 89–101. doi:10.1207/S15326985EP3602_4. S2CID 17412689.
  8. ^ Dweck, Carol S.; Leggett, Ellen L. (1988). "A social^cognitive approach to motivation and personality". Psychological Review. 95 (2): 256–273. CiteSeerX 10.1.1.583.9142. doi:10.1037/0033-295X.95.2.256. S2CID 24948340.
  9. ^ Pintrich, Dale H. Schunk, Judith L Meece, Paul R. (2014). Motivation in education : theory, research, and applications (4th. ed.). Boston: Pearson. ISBN 978-0133017526.{{cite book}}: CS1 maint: multiple names: authors list (link)
  10. ^ Cronbach, Lyn Corno ... Ed. by Lee J. (2002). Remaking the concept of aptitude : extending the legacy of Richard E. Snow. Mahwah, NJ [u.a.]: Erlbaum. ISBN 978-0805835328.
  11. ^ Pintrich, Paul R. (2000). "Multiple goals, multiple pathways: The role of goal orientation in learning and achievement". Journal of Educational Psychology. 92 (3): 544–555. doi:10.1037/0022-0663.92.3.544. S2CID 144693245.
  12. ^ Palinscar, Aannemarie Sullivan; Brown, Ann L. (14 December 2009). "Reciprocal Teaching of Comprehension-Fostering and Comprehension-Monitoring Activities". Cognition and Instruction. 1 (2): 117–175. doi:10.1207/s1532690xci0102_1. S2CID 1723145.

Developed by StudentB