指導教授：Chen, Ming-puu 報 告 者：Chen, Wan-Yi 報告日期：2007. 03. 17 Self-Regulated Learning From Teaching to Self-Reflective Practice Ch1 Developing Self-Fulfilling Cycles of Academic Regulation: An Analysis of Exemplary Instructional Models 指導教授：Chen, Ming-puu 報 告 者：Chen, Wan-Yi 報告日期：2007. 03. 17 Schunk, D. H., & Zimmerman, B. J. (1998). Self-regulated learning: From teaching to self-reflective practice. NY: The Guilford Press.

Self-regulated learning cycle phases Most self-regulation theorists view learning as a multidimensional process involving personal, behavioral, and contextual components Three major phases Performance or Volitional Control Forethought Self-regulation

Self-regulated learning cycle phases cont Cyclical self-regulatory phases Forethought Performance / volitional control Self-reflection Goal setting Attention focusing Self-evaluation Strategic planning Self-instruction/ imagery Attributions Self-efficacy beliefs Self-monitoring Self-reactions Goal orientation Adaptivity Intrinsic interest

Comparing skillful and naive self-regulated learners Classes of self-regulated learners Phases Naive self-regulators Skillful self-regulators Forethought Nonspecific distal goals Performance goal orientation Low self-efficacy Disinterested Specific hierarchical goals Learning goal orientation High self-efficacy Intrinsically interested Performance/ volitional control Unfocused plan Self-handicapping strategies Outcome self-monitoring Focused on performance Self-instruction/imagery Process self-monitoring Self-reflection Avoid self-evaluation Ability attributions Negative self-regulations Nonadaptive Seek self-evaluation Strategy/practice attributions Positive self-reactions Adaptive

The development of academic self-regulation Two essential sources Social and self-directed experiences Become fully self-regulated students also need opportunities to rehearse and develop them on their own Practice is as crucial to the development of expertise as talent and high-quality instruction Self-regulatory development appears to take root in socially supportive environments that provide extensive opportunities for self-directed practice

Instructional models of academic self-regulation In the chapters that follow, a variety of instructional models for developing academic self-regulation skills In Chapter 2 Graham et al. describe their self-regulated strategy development (SRSD) model In Chapter 3 Transactional strategies instructional model

Instructional models of academic self-regulation cont In Chapter 4 Describes learning to learn In Chapter 5 A self-monitoring instructional model In Chapter 6 Winne and Stockley describe the STUDY instructional tool for developing self-regulated learning within a prototypic computerized environment

Instructional models of academic self-regulation cont In Chapter 7 Schunk describes a social-cognitive instructional model to teach self-regulatory skill In Chapter 8 Butler presents a strategic content learning (SCL) instructional model for promoting self-regulated learning by students with learning disabilities

Instructional models of academic self-regulation cont In Chapter 9 Belfiore and Hornyak describe their purposeful learning model of self-regulatory training In Chapter 10 Biemiller et al. present a verbal task regulation view of self-regulatory development

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