خودتنظیمی و ارتباط آن با برخی از مفاهیم آموزشی

نوع مقاله : مقاله ترویجی

نویسنده

دانشجوی کارشناسی ارشد دانشگاه تهران

چکیده

پژوهش‌های بسیاری به منظور شناسایی فرایندهای مؤثر بر پیشرفت تحصیلی[1] دانش‌آموزان انجام شده است. بر اساس این پژوهش‌ها، می‌توان گفت خودتنظیمی[2] باعث ایجاد انگیزه و پیشرفت تحصیلی دانش‌آموزان می‌شود. با استفاده از این شیوه دانش‌آموزان عادت‌های یادگیری بهتری برای خود ایجاد و مهارت‌های مطالعۀ خود را تقویت می‌کنند (ولترز، 2011)[3]. آنها همچنین می‌توانند راهبردهای یادگیری[4] را برای افزایش پیامدهای تحصیلی به کار گیرند و بر عملکرد خود نظارت کنند (هریس، فریدلندر، سدلر، فریزل و گراهام، 2005)[5]، و پیشرفت تحصیلی خود را ارزیابی کنند (دبروین، تید و کمپ، 2011)[6]. این مقاله تلاش دارد تا با مروری بر پژوهش‌های انجام‌شده،  به تعریف خودتنظیمی و ارتباط آن با عوامل مؤثر از رویکردهای مختلف بپردازد. در این مقاله مؤلفه‌های خودتنظیمی، ارتباط آن با معیار عملکرد و خودکارآمدی بررسی شده است و همچنین نگاهی به چگونگی ارتباط خودتنظیمی با مفاهیمی مانند هوش، موقعیت اجتماعی- اقتصادی، و جنسیت دارد. سرانجام، تلاش شده است تا راهبردها و رهنمودهایی برای آموزش این مفهوم ارائه شود.
 



[1] Academic Achievement
 


[2] Self-Regulated learning
 


[3]  Wolters
 


[4] Learning Strategies
 


[5] Harris, Friedlander, Saddler, Frizzelle & Graham
 


[6] De Bruin,Thiede, & Camp
 

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