著者

畑野 快

出版者

京都大学高等教育研究開発推進センター

雑誌

京都大学高等教育研究 (ISSN:13414836)

巻号頁・発行日

vol.16, pp.61-72, 2010-12-01

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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.