THE ADAPTABLE LEARNING-PROCESS - INITIATING AND MAINTAINING BEHAVIORAL-CHANGE

被引:73
作者
BOEKAERTS, M
机构
来源
APPLIED PSYCHOLOGY-AN INTERNATIONAL REVIEW-PSYCHOLOGIE APPLIQUEE-REVUE INTERNATIONALE | 1992年 / 41卷 / 04期
关键词
D O I
10.1111/j.1464-0597.1992.tb00713.x
中图分类号
B849 [应用心理学];
学科分类号
040203 ;
摘要
In the literature on knowledge and skill acquisition, a distinction has been made between the acquisition of domain-specific knowledge and skills on the one hand, and the acquisition of learning-fostering skills on the other. The latter types of skills have been labelled 'meta-cognitive skills'. In recent years this term, and the newly coined term 'self-regulatory skills', have been used to refer to all processes that regulate learning. This over-inclusive way of using the term 'meta-cognition' is ambiguous, and confounds the impact of cognitive and affective variables on performance and achievement. In this paper a differentiation is made between learning-fostering skill in the strict sense, and behavioural control processes that enhance the use of learning-fostering skills. A model of Adaptable Learning is presented, in which appraisals are described as steering mechanisms, and a distinction is made between learning intentions leading to activity in the mastery mode, and coping intentions leading to activity in the coping mode.
引用
收藏
页码:377 / 397
页数:21
相关论文
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