Promoting Self-Regulated Learning Among School-Age Students

被引：7

作者：

Spoerer, Nadine ^{[1
]}

Glaser, Cornelia ^{[2
]}

机构：

[1] Univ Potsdam, Profilbereich Bildungswissensch, D-14476 Potsdam, Germany

[2] Univ Giessen, D-35390 Giessen, Germany

来源：

ZEITSCHRIFT FUR PADAGOGISCHE PSYCHOLOGIE | 2010年 / 24卷 / 3-4期

关键词：

self-regulation; strategies training; learning strategies; EDUCATIONAL INTERVENTION RESEARCH; ORIENTED READING-INSTRUCTION; STRATEGY USE; COMPREHENSION; CLASSROOM;

D O I：

10.1024/1010-0652/a000014

中图分类号：

G44 [教育心理学];

学科分类号：

0402 ; 040202 ;

摘要：

Self-regulated learning comprises a set of cognitive and behavioural activities learners use to acquire and effectively master task-specific skills needed for the enduring improvement of academic performance. In this Editorial, we address relevant theoretical approaches to self-regulated learning, including a preview of the articles appearing in this Special Issue on "Promoting self-regulated learning among school-age students". By taking stock of the present papers, we specify desiderata of previous research on how to facilitate self-regulated learning and consider a number of theoretical and methodological perspectives for future investigations on the importance of self-regulated learning for the development of students' academic skills.

引用

页码：171 / 175

页数：5

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