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自我调节学习的经典与现代模型：综合与成分分析

Classic and modern models of self-regulated learning: integrative and componential analysis.

作者信息

Tinajero Carolina, Mayo Mª Emma, Villar Eva, Martínez-López Zeltia

机构信息

Department of Developmental and Educational Psychology, University of Santiago de Compostela, Santiago de Compostela, Spain.

出版信息

Front Psychol. 2024 Mar 7;15:1307574. doi: 10.3389/fpsyg.2024.1307574. eCollection 2024.

DOI:10.3389/fpsyg.2024.1307574
PMID:38524299
原文链接:https://pmc.ncbi.nlm.nih.gov/articles/PMC10958659/
Abstract

Self-regulated learning (SRL) is considered a construct of great heuristic value and has attracted the attention of numerous researchers and inspired influential theoretical models. The objective of the present study was to provide an up-to-date, comparative and integrated description of the theoretical models of SRL used in current empirical research. For this purpose, we conducted a critical review of the scientific literature referring explicitly to any SRL model and we described, compared and integrated the processes and personal and situational dimensions considered in each model. The models have clearly evolved from focusing on cold self-regulation, conscious activity and individual functioning, to emphasising hot self-regulation and considering implicit activity and interindividual functioning. Among empirical research lines based on the most recent models, the following stand out: detailed analysis of SRL during its progress, the manifestation of SRL in diverse instructional formats and the role of affective/motivational self-regulation.

摘要

自我调节学习（SRL）被认为是一个具有重大启发价值的概念，吸引了众多研究者的关注，并激发了有影响力的理论模型。本研究的目的是对当前实证研究中使用的SRL理论模型进行最新的、比较性的和综合性的描述。为此，我们对明确提及任何SRL模型的科学文献进行了批判性综述，并描述、比较和整合了每个模型中所考虑的过程以及个人和情境维度。这些模型显然已经从关注冷静的自我调节、有意识的活动和个体功能，发展到强调热烈的自我调节，并考虑隐性活动和个体间功能。在基于最新模型的实证研究方向中，以下几点较为突出：SRL进展过程中的详细分析、SRL在不同教学形式中的表现以及情感/动机自我调节的作用。

https://cdn.ncbi.nlm.nih.gov/pmc/blobs/53d7/10958659/c5b0814b1719/fpsyg-15-1307574-g009.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/53d7/10958659/7764cfef862b/fpsyg-15-1307574-g001.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/53d7/10958659/f63218743dfc/fpsyg-15-1307574-g002.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/53d7/10958659/ec905755165f/fpsyg-15-1307574-g003.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/53d7/10958659/135acda8b4c3/fpsyg-15-1307574-g004.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/53d7/10958659/a98f75b4373e/fpsyg-15-1307574-g005.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/53d7/10958659/fb3027e3d4ef/fpsyg-15-1307574-g006.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/53d7/10958659/7299fd522b32/fpsyg-15-1307574-g007.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/53d7/10958659/a6d20507d796/fpsyg-15-1307574-g008.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/53d7/10958659/c5b0814b1719/fpsyg-15-1307574-g009.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/53d7/10958659/7764cfef862b/fpsyg-15-1307574-g001.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/53d7/10958659/f63218743dfc/fpsyg-15-1307574-g002.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/53d7/10958659/ec905755165f/fpsyg-15-1307574-g003.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/53d7/10958659/135acda8b4c3/fpsyg-15-1307574-g004.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/53d7/10958659/a98f75b4373e/fpsyg-15-1307574-g005.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/53d7/10958659/fb3027e3d4ef/fpsyg-15-1307574-g006.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/53d7/10958659/7299fd522b32/fpsyg-15-1307574-g007.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/53d7/10958659/a6d20507d796/fpsyg-15-1307574-g008.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/53d7/10958659/c5b0814b1719/fpsyg-15-1307574-g009.jpg

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本文引用的文献

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A meta-analysis of self-regulated learning in work-related training and educational attainment: what we know and where we need to go.
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Motivational beliefs, values, and goals.动机信念、价值观和目标。
Annu Rev Psychol. 2002;53:109-32. doi: 10.1146/annurev.psych.53.100901.135153.