元认知
心理学
情感(语言学)
自主学习
任务(项目管理)
社会心理学
认知心理学
精化
认知
沟通
神经科学
哲学
管理
人文学科
经济
作者
Cara A. Singh,Krista R. Muis
标识
DOI:10.1080/00461520.2023.2294881
摘要
The purpose of this paper is to present an integrated theoretical model of socially shared regulation of learning (SSRL), which is an elaboration of Efklides' Motivation and Affect in Self-Regulated Learning model that situates metacognition, affect, and motivation at the socially shared level. Building from existing theoretical and empirical work, the role of metacognition, affect and motivation in socially shared regulation of learning is described along with how these facets may facilitate or constrain regulatory phases and processes in relation to the individual and the group, and in consideration of the learning task. Educational implications are discussed including increasing focus on the social and cognitive processes involved in SSRL in pre-service teaching programs and advocating for the development of learning situations where students practice SSRL strategies.
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