Panadero Ernesto
Departamento de Psicología Evolutiva y de la Educación, Facultad de Psicología, Universidad Autónoma de MadridMadrid, Spain.
Front Psychol. 2017 Apr 28;8:422. doi: 10.3389/fpsyg.2017.00422. eCollection 2017.
Self-regulated learning (SRL) includes the cognitive, metacognitive, behavioral, motivational, and emotional/affective aspects of learning. It is, therefore, an extraordinary umbrella under which a considerable number of variables that influence learning (e.g., self-efficacy, volition, cognitive strategies) are studied within a comprehensive and holistic approach. For that reason, SRL has become one of the most important areas of research within educational psychology. In this paper, six models of SRL are analyzed and compared; that is, Zimmerman; Boekaerts; Winne and Hadwin; Pintrich; Efklides; and Hadwin, Järvelä and Miller. First, each model is explored in detail in the following aspects: (a) history and development, (b) description of the model (including the model figures), (c) empirical support, and (d) instruments constructed based on the model. Then, the models are compared in a number of aspects: (a) citations, (b) phases and subprocesses, (c) how they conceptualize (meta)cognition, motivation and emotion, (d) top-down/bottom-up, (e) automaticity, and (f) context. In the discussion, the empirical evidence from the existing SRL meta-analyses is examined and implications for education are extracted. Further, four future lines of research are proposed. The review reaches two main conclusions. First, the SRL models form an integrative and coherent framework from which to conduct research and on which students can be taught to be more strategic and successful. Second, based on the available meta-analytic evidence, there are differential effects of SRL models in light of differences in students' developmental stages or educational levels. Thus, scholars and teachers need to start applying these differential effects of the SRL models and theories to enhance students' learning and SRL skills.
自我调节学习（SRL）包括学习的认知、元认知、行为、动机以及情感/情绪方面。因此，它是一个非凡的概念范畴，在一种全面且整体的方法中，大量影响学习的变量（如自我效能感、意志、认知策略）都在其框架下得到研究。正因如此，自我调节学习已成为教育心理学中最重要的研究领域之一。本文对六种自我调节学习模型进行了分析和比较，即齐默尔曼模型、博克阿茨模型、温内和哈德温模型、平特里奇模型、埃夫克利德斯模型以及哈德温、亚韦拉和米勒模型。首先，从以下几个方面对每个模型进行详细探讨：（a）历史与发展，（b）模型描述（包括模型图示），（c）实证支持，以及（d）基于该模型构建的工具。然后，在多个方面对这些模型进行比较：（a）被引用情况，（b）阶段与子过程，（c）它们如何对（元）认知、动机和情感进行概念化，（d）自上而下/自下而上，（e）自动化程度，以及（f）情境。在讨论部分，审视了现有自我调节学习元分析的实证证据，并提炼出对教育领域的启示。此外，还提出了未来四条研究方向。该综述得出两个主要结论。其一，自我调节学习模型构成了一个综合且连贯的框架，可据此开展研究，并能教导学生变得更具策略性且更成功。其二，基于现有的元分析证据，鉴于学生发展阶段或教育水平的差异，自我调节学习模型存在不同的效果。因此，学者和教师需要开始应用这些自我调节学习模型和理论的不同效果，以提高学生的学习能力和自我调节学习技能。
