<研究ノート> 自己調整学習の有効性と検討課題及び大学教育への導入についての一考察

Abstract

This article examines the impact and effectiveness of Self-Regulated Learning (SRL) on learning research. Firstly, Students Approaches to Learning (SAL) and SRL are reviewed. Secondly, the effectiveness of self-regulated strategy is shown. The following three questions are examined: the content of self-regulated strategy, the validity of SRL theory, and application of SRL to relate to the context and character of the learner. To examine the three questions, it is important to develop a scale to measure self-regulated strategy. Lastly, to apply SRL theory to university education, the following are shown to be important: development of intervention programs, the general principles of teaching learning strategies within a self-regulatory framework, and the training of trainers through learning strategies.