1. 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：
Schunk, D. H., & Zimmerman, B. J. (1998). Self-regulated learning: From teaching to self-reflective practice. NY: The Guilford Press.

2. 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

3. 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

4. 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

5. 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

6. 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

7. 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

8. 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

9. 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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