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

被引：0

作者：

Stuart A. Karabenick

Akane Zusho

机构：

[1] University of Michigan,Combined Program in Education and Psychology

[2] 1400D SEB,Graduate School of Education, Division of Psychological and Educational Services

[3] Fordham University,undefined

来源：

Metacognition and Learning | 2015年 / 10卷

关键词：

Special issue commentary; SRL theory and methodology; SRL dynamic and contextual; SRL multiple methodologies; SRL and motivation;

D O I：

暂无

中图分类号：

学科分类号：

摘要：

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.

引用

页码：151 / 163

页数：12

共 50 条

[1] Examining approaches to research on self-regulated learning: conceptual and methodological considerations
Karabenick, Stuart A.
Zusho, Akane
METACOGNITION AND LEARNING, 2015, 10 (01) : 151 - 163
[2] Theoretical, conceptual, methodological, and instructional issues in research on metacognition and self-regulated learning: A discussion
Azevedo, Roger
METACOGNITION AND LEARNING, 2009, 4 (01) : 87 - 95
[3] Theoretical, conceptual, methodological, and instructional issues in research on metacognition and self-regulated learning: A discussion
Roger Azevedo
Metacognition and Learning, 2009, 4 : 87 - 95
[4] Toward a Conceptual Model of Mentoring Research: Integration with Self-Regulated Learning
Dale H. Schunk
Carol A. Mullen
Educational Psychology Review, 2013, 25 : 361 - 389
[5] Toward a Conceptual Model of Mentoring Research: Integration with Self-Regulated Learning
Schunk, Dale H.
Mullen, Carol A.
EDUCATIONAL PSYCHOLOGY REVIEW, 2013, 25 (03) : 361 - 389
[6] Conceptual Maps as Mediators of Self-Regulated Learning
Mih, Codruta
Mih, Viorel
2ND INTERNATIONAL CONFERENCE ON EDUCATION AND EDUCATIONAL PSYCHOLOGY 2011, 2011, 29
[7] Examining trace data to explore self-regulated learning
Hadwin A.F.
Nesbit J.C.
Jamieson-Noel D.
Code J.
Winne P.H.
Metacognition and Learning, 2007, 2 (2-3) : 107 - 124
[8] Examining the ontological and epistemic assumptions of research on metacognition, self-regulation and self-regulated learning
Dinsmore, Daniel L.
EDUCATIONAL PSYCHOLOGY, 2017, 37 (09) : 1125 - 1153
[9] Triggers for self-regulated learning: A conceptual framework for advancing multimodal research about SRL
Jarvela, Sanna
Hadwin, Allyson
LEARNING AND INDIVIDUAL DIFFERENCES, 2024, 115
[10] Self-regulated learning in ESL/EFL contexts: a methodological exploration
Mazandarani, Omid
HUMANITIES & SOCIAL SCIENCES COMMUNICATIONS, 2024, 11 (01):

← 1 2 3 4 5 →