It is proposed that the transition from secondary to higher education can be facilitated by improving secondary school students’ capabilities for independent, self-directed, and self-regulated learning (SRL). University learning places high demands on students for complex and independent learning, namely learning that requires the ability to plan, monitor and evaluate one’s work and to control one’s motivation and emotion. A major stream of educational research has shown the beneficial impact of self-regulated learning on student motivation and has concluded that self-regulation is a significant source of achievement differences among students. However, many secondary school students lack the skills of an independent and self-regulated learner when they enter higher education, something that contributes to considerable student attrition during the first year of university study. In this article I argue that more attention should be paid to the promotion of self-regulated learning in secondary schools. This can be achieved by helping teachers understand how to enrich students’ knowledge about learning and strategies to manage it. Some exemplary practices developed at secondary schools are discussed as a means of providing examples of effective learning environments for SRL.

中文翻译：

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连接中等和高等教育。自我调节学习的重要性

建议通过提高中学生独立、自主和自我调节学习 (SRL) 的能力，促进从中学到高等教育的过渡。大学学习对学生的复杂和独立学习提出了很高的要求，即需要有计划、监控和评估自己的工作以及控制自己的动机和情绪的能力的学习。一项主要的教育研究表明，自我调节学习对学生动机的有益影响，并得出结论，自我调节是学生成绩差异的重要来源。然而，许多中学生在进入高等教育时缺乏独立和自我调节学习者的技能，在大学学习的第一年，这会导致大量的学生流失。在这篇文章中，我认为应该更多地关注促进中学的自主学习。这可以通过帮助教师了解如何丰富学生的学习知识和管理策略来实现。讨论了在中学开发的一些示范性实践，作为提供 SRL 有效学习环境示例的一种手段。