资优学生与自我调节学习:MASRL模型及其对自主学习的启示

IF 1.8 4区教育学 Q2 EDUCATION, SPECIAL

High Ability Studies Pub Date : 2018-12-14 DOI:10.1080/13598139.2018.1556069

A. Efklides

{"title":"资优学生与自我调节学习:MASRL模型及其对自主学习的启示","authors":"A. Efklides","doi":"10.1080/13598139.2018.1556069","DOIUrl":null,"url":null,"abstract":"ABSTRACT Self-regulated learning (SRL) is crucial for the development of gifted students’ cognitive potential and their well-being. Research on SRL in giftedness is limited but shows that interventions on strategy use can benefit both high and low achieving gifted students. However, following the Metacognitive and Affective model of SRL (MASRL), self-regulated learning is a complex and dynamic process that involves the learning task; person characteristics as traits (e.g. ability, metacognitive knowledge and skills, motivation, affect); and on-task metacognitive, metamotivational, and affective experiences (i.e. feelings and judgments) that impact SRL control decisions. This suggests that interventions to cultivate SRL would address more aspects of the SRL process than purely (meta)cognitive strategy use. Based on evidence regarding high-ability youth, challenges for SRL research are pointed out.","PeriodicalId":46343,"journal":{"name":"High Ability Studies","volume":"30 1","pages":"102 - 79"},"PeriodicalIF":1.8000,"publicationDate":"2018-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/13598139.2018.1556069","citationCount":"25","resultStr":"{\"title\":\"Gifted students and self-regulated learning: The MASRL model and its implications for SRL\",\"authors\":\"A. Efklides\",\"doi\":\"10.1080/13598139.2018.1556069\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"ABSTRACT Self-regulated learning (SRL) is crucial for the development of gifted students’ cognitive potential and their well-being. Research on SRL in giftedness is limited but shows that interventions on strategy use can benefit both high and low achieving gifted students. However, following the Metacognitive and Affective model of SRL (MASRL), self-regulated learning is a complex and dynamic process that involves the learning task; person characteristics as traits (e.g. ability, metacognitive knowledge and skills, motivation, affect); and on-task metacognitive, metamotivational, and affective experiences (i.e. feelings and judgments) that impact SRL control decisions. This suggests that interventions to cultivate SRL would address more aspects of the SRL process than purely (meta)cognitive strategy use. Based on evidence regarding high-ability youth, challenges for SRL research are pointed out.\",\"PeriodicalId\":46343,\"journal\":{\"name\":\"High Ability Studies\",\"volume\":\"30 1\",\"pages\":\"102 - 79\"},\"PeriodicalIF\":1.8000,\"publicationDate\":\"2018-12-14\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://sci-hub-pdf.com/10.1080/13598139.2018.1556069\",\"citationCount\":\"25\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"High Ability Studies\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.1080/13598139.2018.1556069\",\"RegionNum\":4,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"EDUCATION, SPECIAL\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"High Ability Studies","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1080/13598139.2018.1556069","RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION, SPECIAL","Score":null,"Total":0}

引用次数: 25

摘要

自我调节学习对资优学生认知潜能的发展和健康发展至关重要。研究表明，对策略使用的干预对高、低成就资优学生都有好处。然而，根据SRL的元认知和情感模型(MASRL)，自我调节学习是一个涉及学习任务的复杂动态过程;个人特征作为特征(如能力、元认知知识和技能、动机、情感);以及影响SRL控制决策的任务内元认知、元动机和情感体验(即感觉和判断)。这表明培养SRL的干预措施将涉及SRL过程的更多方面，而不是纯粹的(元)认知策略使用。基于高能力青年的证据，指出了SRL研究面临的挑战。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

查看原文本刊更多论文

Gifted students and self-regulated learning: The MASRL model and its implications for SRL

ABSTRACT Self-regulated learning (SRL) is crucial for the development of gifted students’ cognitive potential and their well-being. Research on SRL in giftedness is limited but shows that interventions on strategy use can benefit both high and low achieving gifted students. However, following the Metacognitive and Affective model of SRL (MASRL), self-regulated learning is a complex and dynamic process that involves the learning task; person characteristics as traits (e.g. ability, metacognitive knowledge and skills, motivation, affect); and on-task metacognitive, metamotivational, and affective experiences (i.e. feelings and judgments) that impact SRL control decisions. This suggests that interventions to cultivate SRL would address more aspects of the SRL process than purely (meta)cognitive strategy use. Based on evidence regarding high-ability youth, challenges for SRL research are pointed out.

求助全文

通过发布文献求助，成功后即可免费获取论文全文。去求助

来源期刊

High Ability Studies Multiple-

CiteScore

4.80

自引率

11.10%

发文量

期刊介绍： High Ability Studies provides a forum for scholars in a variety of disciplines associated with the development of human abilities to their highest level. It is a medium for the promotion of high ability, whether through the communication of scientific research, theory, or the exchange of practical experience and ideas. The contents of this journal are unique in reflecting concerns and recent developments in this area from childhood and across the whole life span in a variety of contexts. Far from being restricted to the traditional focus on high-level cognitive development, it also presents investigations into all other areas of human endeavour, including sport, technology, the arts, business, management and social relations.