社会认知理论视域中自我调节学习的过程与策略

社会认知理论对解释自我调节的学习具有重要价值。从该理论的视角看,自我调节的学习不仅仅是学习者的个体行为,它深受各种社会因素的影响,尤其是在观察和模仿阶段。对于设置目标、社会性比较、归因、奖励、反馈与评价等自我调节的策略,也应该关注其社会属性,这样才能有效地发挥它们的作用。     

社会认知视角下的自我调节学习理论

目前关于自我调节学习主要有维果斯基的自我调节学习观、操作主义观、现象学观点、自主意志观、认知建构观、信息加工观和社会认知观七种理论观点,在这七种理论中,以社会认知论的影响最大.本文主要介绍了社会认知自我调节学习理论的四个基础假设、理论的架构、研究和测量的主要方法以及主要的影响因素,对推进素质教育改革具有一定的借鉴意义.     

认知结构理论的扩展化：自我调节学习的建构主义理论

认知结构理论的扩展化时期,众多认知心理学家不断扩充认知结构理论,对认知结构的过程和机制进行了具体而细微的研究,为真正的课堂教学提供了广泛而具体的指导。自我调节学习近20年来得到了广泛关注,成为教育心理学的研究热点,自我调节学习是有效地进行学习和解决问题的主要方面,能够促进学习在新情景中的迁移。学生的自我调节学习过程中存在三个影响因素即个人、环境和行为。自我调节学习的建构主义理论是认知结构理论在扩展化时期发展的重要代表之一,是指在学习活动中建构自我调节学习的理论。这些理论包括四方面的内容：即自我能力理论、努力程度理论、学习任务理论和学习策略理论。     

自我调节策略在中学英语学习中的应用

随着经济全球化和中国加入世贸组织,英语作为一门国际通用语获得了越来越多的关注,同时有效的英语学习策略也成为英语学习者们的热点话题。中学阶段是英语学习者夯实基础和把握方向的关键时期。基于此,为中学英语学习者提供一种自我调节学习的有效学习模式,其中以社会认知观为理论基础,根据问卷调查结果,结合英语学习特征具体阐述自我调节学习策略的三个主要过程,以期进一步提高中学英语学习效果。     

班杜拉的社会学习理论中的认知因素

班杜拉的社会认知学习理论摈弃了传统行为主义对环境的依赖，强调人的主体因素特别是认知因素在学习过程中的重要作用，认为主体(人)、行为及环境三之间构成动态的交叉互动关系，重视人的自我系统和自我效能感，指出人的更普遍、更有效的学习方式是观察学习。     

论自我调节学习中意志控制的策略与能力培养

意志是影响自我调节学习效果的一项重要因素,从某种意义上说,自我调节的学习实质上是一种意志控制过程。意志既影响自我调节学习过程中的隐性因素,如认知、情绪、动机等,又能调控学习的环境。意志力是可以培养的,可以采取督促学生坚持学习活动、促使他们设立合理的学习目标、鼓励同学之间相互激励和监督等策略来提高学生的意志力。     

自我调节学习理论视角下的高校学风建设

学风建设是高等教育改革和发展中的一个永恒主题，学风建设的好坏直接关系到高等学校人才培养的质量。随着高等教育规模的持续扩大，如何搞好学风建设成为目前高校面临的一个突出问题。本文从自我调节学习理论的内涵及影响因素出发，阐述如何培养学生自我调节学习能力，提高高校学风建设成效。     

自我调节学习理论视角下的高校学风建设

学风建设是高等教育改革和发展中的一个永恒主题,学风建设的好坏直接关系到高等学校人才培养的质量.随着高等教育规模的持续扩大,如何搞好学风建设成为目前高校面临的一个突出问题.本文从自我调节学习理论的内涵及影响因素出发,阐述如何培养学生自我调节学习能力,提高高校学风建设成效.     

学生自我调节学习能力的发生条件与教学培养策略

自我调节学习能力的发生条件包括必要和支持性条件,必要条件为元认知知识和元认知体验,支持性条件主要为动机及相关变量。学生自我调节学习能力的教学培养策略主要有:使学生自觉构建学习目标,增强学生对他人及自己认识过程的意识,增强对认识过程的有意识控制,培养和激发学习动机。     

自我调节学习再认识：从经典学习理论流派角度

从操作理论、信息加工理论,社会建构者理论和社会认知理论等经典学习理论流派的角度阐述自我调节学习的实质和范畴。     

Self-Regulated Learning,Social Cognitive Theory,and Agency

The conception and theory of agency as self-regulation that is contained within Bandura's social cognitive theory is examined and elaborated in the context of the relevant philosophical history of ideas and through consideration of recent work in theoretical developmental psychology. Implications for self-regulated learning in classrooms are considered. In particular, it is suggested that the understanding of agency contained within social cognitive theory as elaborated herein might be developed as an alternative to conceptions of self-regulation and agency within constructivist and socioculturalist theorizing in educational psychology. However, the classroom application of such an alternative would require a much less dualistic and teacher-directed form of teaching than suggested in much past and current social cognitive work on self-regulation.     

自我调节学习的研究述评及其发展状况

自我调节学习是一种自主性的学习,对学习过程具有主观性的控制和调节作用,是提高学生学习成绩的关键环节。自我调节学习理论主要针对学生的年龄特点进行研究和概括,不同年级学生在认知与情感等方面呈现出差异和发展性特点。自我调节学习行为不仅表现在知识和技能的学习上,也体现在行为习惯、个性品质的形成中。此外,网络媒介对自我调节学习研究的多元化方式也产生了一定的影响。     

Metacognitive Experiences: The Missing Link in the Self-Regulated Learning Process

The measurement of online self-regulation processes is a very important issue and in this rejoinder to Ainley and Patrick (this issue) I am arguing that including measures of metacognitive experiences, in conjunction with measures of other affective experiences, in various phases of task processing can increase the reliability and validity of online measures and our understanding of the self-regulation process. Furthermore, behavioral and performance measures as well as thinking aloud protocols can enrich not only the reliability and validity of our measures but also our awareness of the factors involved in the formation of the various facets of subjective experiences, be it affective or metacognitive.

Development and validation of the Self-Regulated Translation Learning Strategy Scale (SRTLSS)

Self-regulated learning (SRL) has been highlighted as a critical aspect of translation learning. However, past work in translation learning has rarely sought to synthesize translation learning strategies under a self-regulated learning paradigm. Further research would be confined by the paucity of a psychometrically sound instrument to measure learners' self-regulated translation learning strategies. This study aimed to develop a reliable and valid self-regulated translation learning strategy scale (SRTLSS). Based on relevant literature, we hypothesized a hierarchical model and generated items for the SRTLSS. Drawing on the response from 873 Chinese English majors, the validated SRTLSS had 25 items addressing five dimensions: self-control, meaning fulfillment, value and interest, text processing, and retrieving strategies. Results demonstrated the SRTLSS has good measurement validity and reliability with strong invariance across undergraduate and graduate students. The SRTLSS can be used as a complementary tool to diagnose learners' weaknesses and strengths in translation teaching and learning.     

社会认知生涯理论视角下的基层就业引导策略研究——基于上海59所高校的调查

社会认知生涯理论(SCCT)为大学生职业兴趣的形成和生涯决策提供了坚卖的理论支撑.基于此,研究者调研了上海59所高校大学生的基层就业情况,并运用因子分析探究基层职业兴趣的形成机制及精准引导策略.通过注重就业价值引领性、提升基层就业经验值、优化基层就业生态圈、完善基层人才成长链,切实增强基层人才的职业幸福感和内在获得感,进而输送更多优秀毕业生面向基层建功立业.     

Metacognition and Self-Regulated Learning Constructs

Demographic variables, findings from the Metacognitive Awareness Inventory (Schraw & Dennison, 1994), the Learning Strategies Survey (Kardash & Amlund, 1991), and the Motivated Strategies for Learning Questionnaire (Pintrich, Smith, Garcia, & McKeachie, 1991), as well as accuracy ratings of test performance, were examined in 2 studies. Findings indicated convergence of self-report measures of metacognition, significant correlations between metacognition and academic monitoring, negative correlations between self-reported metacognition and accuracy ratings, and positive correlations between metacognition and strategy use and metacognition and motivation. Limitations of the studies and implications for theory development and future research are discussed.     

Self-Regulated Learning and Open Writing

In our study, we describe a situation where students take ownership of their learning and, on their own initiative, use digital tools actively in their learning activities. In our research we were interested in students who used weblogs and in the dynamic relationship between students and the weblogs they create. In particular, we were interested in how self-regulated learning was facilitated both by the technology that enables the creation of the weblogs, and in the content, or open writings, that are posted on the weblog.
The article begins with an introduction to weblogs. We then present the results of the analysis of the affordances of weblogs to facilitate self-regulated learning. We used a category system developed by experts from the universities of Aalborg, Amsterdam and Bergen to structure our study of the weblogs which we received from Bergen students. One of our most interesting findings was that students' reflection on both their own learning and access to other's reflections on their learning was a powerful tool to collectively develop a conceptual understanding of a topic. We could call this collective self-regulation.     

Self-Directed Learning in Problem-Based Learning and its Relationships with Self-Regulated Learning

This study investigated the role of self-directed learning (SDL) in problem-based learning (PBL) and examined how SDL relates to self-regulated learning (SRL). First, it is explained how SDL is implemented in PBL environments. Similarities between SDL and SRL are highlighted. However, both concepts differ on important aspects. SDL includes an additional premise of giving students a broader role in the selection and evaluation of learning materials. SDL can encompass SRL, but the opposite does not hold. Further, a review of empirical studies on SDL and SRL in PBL was conducted. Results suggested that SDL and SRL are developmental processes, that the “self” aspect is crucial, and that PBL can foster SDL. It is concluded that conceptual clarity of what SDL entails and guidance for both teachers and students can help PBL to bring forth self-directed learners.