Examining approaches to research on self-regulated learning: conceptual and methodological considerations

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• 作者：Stuart A. Karabenick (1)
  Akane Zusho (2)
  
  1. Combined Program in Education and Psychology ; University of Michigan ; 1400D SEB ; Ann Arbor ; MI ; 48109 ; USA
  2. Graduate School of Education ; Division of Psychological and Educational Services ; Fordham University ; 113 W. 60th Street ; 1016C ; New York ; NY ; 10023 ; USA
  
• 关键词：Special issue commentary ; SRL theory and methodology ; SRL dynamic and contextual ; SRL multiple methodologies ; SRL and motivation
• 刊名：Metacognition and Learning
• 出版年：2015
• 出版时间：April 2015
• 年：2015
• 卷：10
• 期：1
• 页码：151-163
• 全文大小：236 KB
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• 刊物主题：Learning & Instruction; Education (general); Teaching and Teacher Education;
• 出版者：Springer US
• ISSN：1556-1631

文摘

We provide a conceptual commentary on the articles in this special issue, first by describing the unique features of each study, focusing on what we consider to be their theoretical and methodological contributions, and then by highlighting significant crosscutting themes and future directions in the study of SRL. Specifically, we define SRL to be dynamic, contextual, warm, and social. Given the complex nature of SRL as both domain-general and domain-specific, we further emphasize the continuing need for multiple methods to fully comprehend its role in learning. Additional attention is devoted to the issue of inferences based on traces and self-report data.