“学习是关于一个人与自己的关系，是关于一个人努力、自我控制和批判性的自我评估的能力，这些都是达到最佳可能结果所必需的，学习是关于克服失败、分心和追求真正成就的绝对懒惰的能力。”这就是自我调节学习”(尼尔森，2013年第32页)。作为教师，我们有责任培养终身学习的热情，培养学生有能力自我调节自己的教育和个人目标。Pintrich(2000)指出，自我调节是学习者验证、调节和激励控制自己的认知和行为的一个积极的、建设性的过程。这种技能在教育中的重要性通过自我调节学习(SRL)最近被认为是“教育的支柱”这一事实可见一斑。自主学习(SRL)是一种由学习者个人发起并进行学习的概念，而不是依赖教育者、家长或其他教育因素。SRL的基础是，表现出学习自我调节能力的学生将学习得更有效，并将拥有持久的学习技能。齐默尔曼(2008)是一个对自我调节的推广有很大影响的理论家，他将自我调节定义为对思想、情感和自我产生行为的自我调节，这些行为是为实现个人目标而定期计划和获得的。通过这个过程，学生可以管理自己的思想、行为和情绪，从而成功地驾驭自己的学习经历。当一个学生有意地将他的行为目标指向获取知识或技能时，就会发生这种情况。自我效能被定义为一个人对自己实现目标的内在能力的信念。Bandura(1982)将其定义为一种个人判断，判断一个人如何能很好地执行应对未来情况所需的行动过程。动机的自我调节包括自我效能感、目标取向、任务价值等因素。其中最重要的因素是自我效能感。Zimmerman和Martinez-Pons(1986)的研究清楚地表明了高成绩班级学生的自我效能感和自我调节之间的相关关系。这些学生在目标设定、组织、自我监控和自我评价方面表现出较高的执行能力。因此，他们表现出更高的自我效能感和内在学习动机。
澳洲教育学assignment代写 学习关系
“Learning is about one’s relationship with oneself and one’s ability to exert the effort, self-control, and critical self-assessment necessary to achieve the best possible results and about overcoming failure, distractions, and sheer laziness in pursuit of REAL achievement. This is self-regulated learning” (Nilson, 2013 p. 32). As teachers it is incumbent upon us to foster a love of lifelong learning and develop students who have the ability to self-regulate their educational and personal goals. Pintrich (2000), states that self-regulation is an active and constructive process that learners verify, regulate, and motivate to control their cognition and behavior. The importance of this skill in education is apparent by the fact that Self-Regulated Learning (SRL) has recently been credited as being a ‘pillar of education’. SRL is a concept in which the learners initiate and conduct learning, personally, instead of relying on educators, parents, or other educational factors. The basis of SRL is that students who exhibit self-regulation of their learning, will learn more effectively and will have enduring learning skills.One theorist who had a great impact on the promotion of self-regulation was Zimmerman (2008), who defines it as self-regulation of thoughts, emotions and self-generated actions, which are planned and acquired periodically to achieve personal goals. Through this process students manage their thoughts, behaviors, and emotions so they can successfully steer through their learning experiences. This happens when a student intentionally aims his actions towards the acquisition of knowledge or skills.Self-efficacy is defined as a person’s belief in his or her innate ability towards achieving their goals. Bandura (1982), defines it as a personal judgement of how well one can execute courses of action required to deal with prospective situations. Self-regulation of motivation involves factors such as self-efficacy, goal orientation, and task value. Of these the most important factor is self-efficacy. The research study of Zimmerman and Martinez-Pons (1986), clearly showed a correlation between self-efficacy and self-regulation among the high achieving students from the advanced classes. These students exhibited higher executive functioning skills in terms of goal setting, organization, self-monitoring and self-evaluation. Thus, they showed higher self-efficacy and intrinsic motivation towards their learning.