Instructional principles for self-regulation

被引：81

作者：

Ley, K ^{[1
]}

Young, DB ^{[1
]}

机构：

[1] Univ Houston, Dept Instruct Technol, Houston, TX 77004 USA

来源：

ETR&D-EDUCATIONAL TECHNOLOGY RESEARCH AND DEVELOPMENT | 2001年 / 49卷 / 02期

关键词：

D O I：

10.1007/BF02504930

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

The purpose of this article is to suggest principles for embedding support in instruction to facilitate self regulation (SR) in less expert learners. The principles are based on an analysis of the growing body of research on the distinctive self-regulation differences between higher and lower achieving learners. The analysis revealed four instructional principles that designers should consider to provide support for self-regulation. Each principle is supported by research and instructional examples are included.

引用

页码：93 / 103

页数：11

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