ABSTRACT

Researchers have pointed out the important role of self-regulation in learning. The self-regulated learning (SRL) process consists of three stages (i.e. forethought, performance, and self-reflection), each of which could involve different strategies for achieving the aim of SRL. To enable researchers and teachers to have a whole picture of how each strategy could be applied, this study analyzed the 2010–2020 publications in seven SSCI journals of e-learning. In addition, the correlation between each SRL strategy and students’ learning performances was analyzed. It was found that, in 58% of the studies, the potential strategies for individual SRL stages were generally ignored. In addition, 40% of the studies did not clearly state how SRL could be applied to practical applications. By referring to those SRL studies reporting the use of the strategies in each stage in specific application domains, it was found that goal setting and planning, which highly related to students’ learning achievement, has been frequently discussed. Nevertheless, some strategies that highly correlated to students’ cognitive performances and affect perceptions, such as environmental structuring, seeking information and rehearsing and memorizing, are often ignored. According to the findings, some suggestions are provided as a reference for researchers to conduct related research.

摘要

研究人员指出了自我调节在学习中的重要作用。自我调节学习（SRL）过程由三个阶段组成（即预见、表现和自我反思），每个阶段都可能涉及实现 SRL 目标的不同策略。为了使研究人员和教师能够全面了解如何应用每种策略，本研究分析了 7 种 SSCI 电子学习期刊 2010-2020 年的出版物。此外，还分析了每种SRL策略与学生学习表现之间的相关性。结果发现，58% 的研究普遍忽略了各个 SRL 阶段的潜在策略。此外，40%的研究没有明确说明SRL如何应用于实际应用。通过参考SRL研究报告在特定应用领域中各个阶段策略的使用，发现与学生的学习成绩高度相关的目标设定和规划经常被讨论。然而，一些与学生认知表现高度相关并影响感知的策略，如环境构建、寻找信息、排练和记忆，却常常被忽视。根据研究结果，为研究者开展相关研究提供参考。一些与学生认知表现高度相关并影响感知的策略，如环境构建、寻找信息、排练和记忆，却常常被忽视。根据研究结果，为研究者开展相关研究提供参考。一些与学生认知表现高度相关并影响感知的策略，如环境构建、寻找信息、排练和记忆，却常常被忽视。根据研究结果，为研究者开展相关研究提供参考。