颜 琦 俞 犇 张刚要
（南京邮电大学 教育科学与技术学院，江苏 南京 210023）
【摘 要】自我调节学习是指学习者在完成具体的学习任务中对认知、情感和行为的调节过程，它在提升学生学习
成效方面发挥了重要作用。本研究利用元分析的研究方法，对2012年至2022年间51篇国外关于自我调节学习的实证研究
论文进行综合分析，研究发现：①自我调节学习对测验结果、记忆保持、学习成果与问题解决等学习成效有中等正向影
响；②不同自我调节学习策略影响学习成效的差异达到显著水平，“寻求帮助”策略无显著影响；③不同阶段自我调节
学习影响学习成效的差异显著，“自我反思”阶段存在显著影响效果；④自我调节学习在不同领域对学习成效影响差异
显著，“行为”领域存在显著影响；⑤自我调节学习对自然科学、人文社科与工程实践学科都有正向中等的显著影响，
在工程实践领域表现较好；⑥自我调节学习在小学、初中、高中与大学学段的影响效果差异显著，在初中学段对学习成
效的作用较为显著；⑦学习环境对自我调节学习成效有正向的促进作用，混合式学习环境下对学习成效作用较为明显；
⑧不同数据源中，“问卷数据”对自我调节学习与学习成效关系验证的适用性较低；⑨不同分析方法中，“实验法”对
自我调节学习与学习成效关系验证的适用性较好。最后，本研究对研究结果进行了讨论，提出了促进学习成效的相关策略。
【关键词】自我调节学习；学习成效；元分析
The Effects of Self-Regulated Learning on Learning Outcomes
YAN Qi, YU Ben*
and ZHANG Gangyao
(School of Educational Science and Technology, Nanjing University of Posts and Telecommunication, Nanjing 210023, China)
Abstract: Self-regulated learning, a dynamic learning process involving cognition, emotion as well as behavior, plays an important role
in improving learning outcomes. This article used the meta-analysis method to conduct a comprehensive analysis of 51 empirical research
articles abroad from 2012 to 2022. Results show that: ①Self-regulated learning has moderate positive effects on test results, memory
retention, learning outcomes and problem solving; ②The influence of different self-regulated learning strategies on learning outcomes
reached a significant level, among which “seeking help” strategy had no significant effect; ③Different stages of self-regulated learning
have significant differences in effecting learning outcomes, among which “self-reflection” stage has a significant effect; ④Self-regulated learning has a significant effect on learning outcomes in different fields, among them “behavioral” field has a significant effect;
⑤Self-regulated learning has positive and moderate influence on learning outcomes in natural sciences, humanities& social sciences,
and engineering practice in particular; ⑥Effect of self-regulated learning in primary school, middle school, high school and college is
significant different, among which middle school is more significant; ⑦Learning environment has a positive effect on self-regulation of
learning outcomes, among which blended learning environment has a more significant effect; ⑧Different data sources have significantly
different effects on learning outcomes, amomg which “questionnaire data” has little effect on learning outcomes; ⑨Different analysis
methods have significantly different effects on learning outcomes, and “experimental method” has a significant effect on learning outcomes. This article then presented a discussion of the research results and proposed relevant strategies in promoting learning outcomes.
Keywords: self-regulated learning; learning outcomes; meta-analysis
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自我调节学习对学生学习成效的影响研究.pdf
