摘要：自我调节学习是学习者为了实现目标主动运用学习策略，并对学习行为进行自我监测、自我调整的过程。它是一种终身学习技能，该技能的研究能使个体有效地控制学习活动，提高学习效率。自我调节学习的加工机制存在争议。近年来，研究者提出自我调节学习受 议程调节 ( 指学习计划 ) 或习惯性反应的影响。议程调节或习惯性反应的激活受分值、难度、时间限制等情景 因素制约。后来的研究提出自我调节学习同时受到议程调节和习惯性反应的影响。未来的研究应在生态化情景下，继续验证、完善自我调节学习中的议程调节和习惯性反应及其交互作用。 In the process of self-regulated learning, learners are initiative to use strategies, self-monitoring and self-adjustment. Self-regulated learning is a lifelong learning skill. Study on the skill makes the people effectively to regulate learning and improve one’s learning efficiency. But the processing mechanism of self- regulated learning is controversial. In recent years, researchers propose that the self-regulation learning is influenced by agenda-based regulation (ABR) or habitual responding activated by value, difficulty, time con- straints and other factors. Later researchers put forward that self-regulated learning is influenced by ABR and habitual responding at the same time. In the future, researchers should continue to validate and improve the self-regulation learning of habitual responding and ABR.
其他摘要：In the process of self-regulated learning, learners are initiative to use strategies, self-monitoring and self-adjustment. Self-regulated learning is a lifelong learning skill. Study on the skill makes the people effectively to regulate learning and improve one’s learning efficiency. But the processing mechanism of self- regulated learning is controversial. In recent years, researchers propose that the self-regulation learning is influenced by agenda-based regulation (ABR) or habitual responding activated by value, difficulty, time con- straints and other factors. Later researchers put forward that self-regulated learning is influenced by ABR and habitual responding at the same time. In the future, researchers should continue to validate and improve the self-regulation learning of habitual responding and ABR.
