Abstract

As the pursuit of multiple goals is an inescapable reality in everyday life, students are consistently challenged to self-regulate toward achieving an array of academic goals as well as social and well-being goals. Nevertheless, prominent self-regulated learning models are limited in explaining and guiding how students can self-regulate in the context of multiple goals. Hence, we developed the multiple goals regulation framework that reconceptualizes how students establish, pursue, and adapt an array of goals. We illustrate specific processes (e.g., goal prioritizing, goal shielding, goal switching) that students can engage in to self-regulate both within and between goals. The new framework contributes to the literature in three main ways. First, we challenge the traditional conceptualization of effective self-regulated learning that focuses on the persistent pursuit of a single academic goal without considering the interdependent nature of goals. Second, we facilitate a sustainable and adaptive cycle of self-regulatory processes by highlighting the importance of navigating and negotiating between multiple academic and nonacademic goals. Finally, our effort offers a more inclusive understanding of students’ lived experiences by acknowledging a diverse set of goals that are closely attached to their social and cultural identities.

摘要

由于追求多个目标是日常生活中不可避免的现实，因此学生始终面临着自我调节以实现一系列学术目标以及社会和福祉目标的挑战。然而，突出的自我调节学习模型在解释和指导学生如何在多个目标的背景下进行自我调节方面存在局限性。因此，我们开发了多目标调节框架，重新定义学生如何建立、追求和适应一系列目标。我们举例说明了学生可以参与以在目标内和目标之间进行自我调节的具体过程（例如，目标优先级排序、目标屏蔽、目标转换）。新框架在三个主要方面对文献做出了贡献。第一的，我们挑战有效的自我调节学习的传统概念化，这种学习侧重于坚持不懈地追求单一的学术目标，而不考虑目标的相互依赖性。其次，我们通过强调在多个学术和非学术目标之间进行导航和谈判的重要性，促进自律过程的可持续和适应性循环。最后，我们的努力通过承认与学生的社会和文化身份密切相关的多样化目标，提供了对学生生活经历的更具包容性的理解。我们通过强调在多个学术和非学术目标之间进行导航和谈判的重要性，促进自我监管过程的可持续和适应性循环。最后，我们的努力通过承认与学生的社会和文化身份密切相关的多样化目标，提供了对学生生活经历的更具包容性的理解。我们通过强调在多个学术和非学术目标之间进行导航和谈判的重要性，促进自我监管过程的可持续和适应性循环。最后，我们的努力通过承认与学生的社会和文化身份密切相关的多样化目标，提供了对学生生活经历的更具包容性的理解。