ABSTRACT

In this paper, we consider the theoretical implications of having high ability and being labeled as highly able to engagement in self-regulated learning. We frame this theoretical explication with the Dynamic Systems Model of Role Identity (DSMRI). The DSMRI depicts self-regulated learning as emerging from a complex dynamic system that integrates content knowledge and strategic knowledge with four role-based, contextually constructed, and interdependent components of the role identity of “student”: ontological and epistemological beliefs, purpose and goals, self-perceptions and self-definitions, and perceived action possibilities. These, in turn, emerge within a set of control parameters: the culture, social context, subject domain, and the individual’s implicit dispositions. We describe various ways by which high ability may manifest in these control parameters and influence the role-identity components, their relations, and their dynamic change, as they pertain to utilizing self-regulation strategies. For clarification, we also provide brief interview excerpts from honors college students that illustrate manifestations of role identity elements. We conclude by noting the implications of the DSMRI for future research and educational practice on students’ high ability and self-regulation.

摘要

在本文中，我们考虑了具有高能力并被标记为能够参与自我调节学习的理论含义。我们用角色识别动态系统模型（DSMRI）来构架此理论解释。DSMRI将自我调节学习描述为一个复杂的动态系统，该系统将内容知识和战略知识与“学生”角色身份的四个基于角色的，根据上下文构造且相互依存的部分集成在一起：本体论和认识论信念，目的和目标，自我认知和自我定义以及行动的可能性。这些反过来又出现在一系列控制参数之内：文化，社会背景，主题领域和个人的隐性性格。我们描述了各种方法，在这些方法中，高能力可能会体现在这些控制参数中，并影响角色识别组件，它们之间的关系以及它们的动态变化，因为它们与利用自我调节策略有关。为澄清起见，我们还提供了荣誉大学生的简短采访摘录，这些摘录说明了角色认同元素的体现。最后，我们注意到DSMRI对未来研究和教育实践对学生的高能力和自我调节的影响。