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Self-regulated learning (SRL) is one of six domains of self-regulation, and is aligned most closely with the interests of teachers.〔Burman, J. T., Green, C. D., & Shanker, S. (2015). (On the meanings of self-regulation: Digital humanities in service of conceptual clarity. ) ''Child Development, 86''(5), 1507-1521. doi:10.1111/cdev.12395〕 Broadly speaking, it refers to learning that is guided by ''metacognition'' (thinking about one's thinking), ''strategic action'' (planning, monitoring, and evaluating personal progress against a standard), and ''motivation to learn''.〔Butler & Winne, 1995; Winne & Perry, 2000; Perry, Phillips, & Hutchinson, 2006; Zimmerman, 1990; Boekaerts & Corno, 2005.〕 "Self-regulated" describes a process of taking control of and evaluating one's own learning and behavior.〔Ormrod, Jeanne Ellis, Essentials of Educational Psychology, page 105,(Pearson Education Inc., 2009〕 Self-regulated learning emphasizes autonomy and control by the individual who monitors, directs, and regulates actions toward goals of information acquisition, expanding expertise, and self-improvement” (Paris and Paris 2001). In particular, self-regulated learners are cognizant of their academic strengths and weaknesses, and they have a repertoire of strategies they appropriately apply to tackle the day-to-day challenges of academic tasks. These learners hold incremental beliefs about intelligence (as opposed to entity, or fixed views of intelligence) and attribute their successes or failures to factors (e.g., effort expended on a task, effective use of strategies) within their control (Dweck & Leggett, 1988; Dweck, 2002). Finally, students who are self-regulated learners believe that opportunities to take on challenging tasks, practice their learning, develop a deep understanding of subject matter, and exert effort will give rise to academic success (Perry et al., 2006). In part, these characteristics may help to explain why self-regulated learners usually exhibit a high sense of self-efficacy (Pintrich & Schunk, 2002). In the educational psychology literature, researchers have linked these characteristics to success in and beyond school (Corno, et al., 2002; Pintrich, 2000; Winne & Perry, 2000). Self regulated learners are successful because they control their learning environment. They exert this control by directing and regulating their own actions toward their learning goals. Self regulated learning should be used in three different phases of learning. The first phase is during the initial learning, the second phase is when troubleshooting a problem encountered during learning and the third phase is when they are trying to teach others (Palincsar & Brown, 1984). == Four phases of self-regulation == According to Winne and Hadwin, self-regulation unfolds over “four flexibly sequenced phases of recursive cognition.” These phases are task perception, goal setting and planning, enacting, and adaptation. During the task perception phase, students gather information about the task at hand and personalize their perception of it. This stage involves determining motivational states, self-efficacy, and information about the environment around them. Next, students set goals and plan how to accomplish the task. Several goals may be set concerning explicit behaviors, cognitive engagement, and motivation changes. The goals that are set depend on how the students perceive the task at hand. The students will then enact the plan they have developed by using study skills and other useful tactics they have in their repertoire of learning strategies. The last phase is adaptation, wherein students evaluate their performance and determine how to modify their strategy in order to achieve higher performance in the future. They may change their goals or their plan; they may also choose not to attempt that particular task again. Winne and Hadwin state that all academic tasks encompass these four phases. 抄文引用元・出典: フリー百科事典『 ウィキペディア（Wikipedia）』 ■ウィキペディアで「Self-regulated learning」の詳細全文を読む スポンサード リンク
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