Introduction to special issue on facilitating self-regulated learning with scaffolds: Recent advances and future directions

IF 3.9 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Metacognition and Learning Pub Date : 2023-11-06 DOI:10.1007/s11409-023-09364-9

Joep van der Graaf, Michelle Taub, Yizhou Fan

引用次数: 0

Abstract

Abstract It is important for learners to engage in self-regulated learning (SRL), as it predicts academic achievement in a wide range of disciplines. However, SRL can be difficult to enact. Therefore, scaffolds have been designed to support SRL. In our introductory article to this special issue on facilitating SRL with scaffolds, we present a framework to categorize different scaffolds, place the contributions to this special issue in the framework, present highlights from the contributions, and conclude with a discussion on designing scaffolds to facilitate SRL.

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《利用支架促进自我调节学习:最新进展和未来方向》特刊简介

对于学习者来说，自我调节学习(SRL)是非常重要的，因为它可以预测许多学科的学术成就。然而，SRL很难实施。因此，支架被设计为支持SRL。在我们的介绍性文章中，我们介绍了一个框架来对不同的支架进行分类，将对这个特殊问题的贡献放在框架中，介绍了贡献中的亮点，并以设计支架来促进SRL的讨论结束。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Metacognition and Learning Multiple-

CiteScore

6.20

自引率

15.20%

发文量

期刊介绍： The journal "Metacognition and Learning" addresses various components of metacognition, such as metacognitive awareness, experiences, knowledge, and executive skills. Both general metacognition as well as domain-specific metacognitions in various task domains (mathematics, physics, reading, writing etc.) are considered. Papers may address fundamental theoretical issues, measurement issues regarding both quantitative and qualitative methods, as well as empirical studies about individual differences in metacognition, relations with other learner characteristics and learning strategies, developmental issues, the training of metacognition components in learning, and the teacher’s role in metacognition training. Studies highlighting the role of metacognition in self- or co-regulated learning as well as its relations with motivation and affect are also welcomed. Submitted papers are judged on theoretical relevance, methodological thoroughness, and appeal to an international audience. The journal aims for a high academic standard with relevance to the field of educational practices. One restriction is that papers should pertain to the role of metacognition in learning situations. Self-regulation in clinical settings, such as coping with phobia or anxiety outside learning situations, is beyond the scope of the journal.