PDF(Pubmed)
Abstract：
Self-regulated learning (SRL) is the process of utilizing effective strategies to acquire knowledge or skills and is influenced by motivation, metacognitive processing, and study-related behaviors. We hypothesized that by using survey tools that allow reflection on and refinement of students\' study strategies, we could nurture metacognitive skill development, encourage positive motivation and study-related behaviors, and hence promote academic success. Undergraduate students in a semester-long, second-year biology course were provided with resources to promote SRL and three survey instruments that encouraged them to create study plans and reflect on the effectiveness of their study strategies. Using a student-partnered approach, we sought to investigate the role of metacognition, motivation, and study-related behaviors on academic performance by (i) identifying the self-regulated learning strategies most utilized by students, (ii) investigating the role of reflection in enhancing metacognitive processing and academic performance, and (iii) understanding whether students created and/or modified their study strategies as an outcome of self-regulation. Survey responses allowed us to understand the repertoire of study strategies used by students. Our analyses suggest that students demonstrated metacognitive skill development through the use of the resources and reflection instruments, as they accurately reported on the effectiveness of their study strategies and indicated future plans to shift study-related behaviors from passive to active reviewing techniques. Students across the grade spectrum perceived the reflection instruments as beneficial in identifying areas of improvement and developing long-term study habits, suggesting that these instruments were effective in promoting metacognitive skill development for a variety of student learners. We conclude that supporting students with resources that promote SRL and providing opportunities for timely reflection can promote metacognitive skill development, a key feature of academic success.
摘要：
自我调节学习（SRL）是利用有效策略来获取知识或技能的过程，并受到动机的影响。元认知处理，和学习相关的行为。我们假设，通过使用调查工具，允许反思和完善学生的学习策略，我们可以培养元认知技能发展，鼓励积极的动机和学习相关的行为，从而促进学术成功。一个学期的本科生，为二年级生物学课程提供了推广SRL的资源和三项调查工具，鼓励他们制定研究计划并反思其研究策略的有效性。使用学生合作的方法，我们试图研究元认知的作用，动机，通过（i）识别学生最常用的自我调节学习策略，(ii)调查反思在增强元认知加工和学业成绩方面的作用，和（iii）了解学生是否创建和/或修改他们的学习策略作为自我调节的结果。调查答复使我们能够了解学生使用的学习策略。我们的分析表明，学生通过使用资源和反思工具证明了元认知技能的发展，因为他们准确地报告了他们研究策略的有效性，并指出了未来将研究相关行为从被动转向主动审查技术的计划。整个年级的学生认为反射仪器有利于确定改进的领域和发展长期的学习习惯，这表明这些工具在促进各种学生学习者的元认知技能发展方面是有效的。我们得出的结论是，为学生提供促进SRL的资源并提供及时反思的机会可以促进元认知技能的发展，学术成功的关键特征。
