Marika Koivuniemi, H. Järvenoja, Sanna Järvelä, V. Thomas
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引用次数: 4
Abstract
ABSTRACT This study summarises existing instruments for measuring and supporting self-regulated learning (SRL) in schools using articles from the SCOPUS and Web of Science databases. We analyse how the instruments address cognition, motivation or emotions as a target for regulation and whether they acknowledge the phase of SRL (forethought, performance or reflection) that is used. The results show that the instruments accurately specified the SRL target/s, although the regulation phase was specified only 32.7% of the time. Moreover, the SRL assessment instruments measured students’ cognition and motivation, whereas support focused only on cognitive processes. If SRL instruments are intended for future pedagogical use, supports that explicitly target motivation and emotion and acknowledge the differences between SRL phases should be designed.
本研究利用SCOPUS和Web of Science数据库中的文章,总结了现有的用于衡量和支持学校自主学习(SRL)的工具。我们分析了这些工具如何将认知、动机或情绪作为调节的目标,以及它们是否承认所使用的SRL阶段(预见、表现或反思)。结果表明,仪器准确地指定了SRL目标/秒,但调节阶段仅占32.7%。此外,SRL评估工具测量学生的认知和动机,而支持只关注认知过程。如果SRL工具打算用于未来的教学用途,那么应该设计明确针对动机和情感的支持,并承认SRL阶段之间的差异。