Self-regulation is a critical concept in the fields of psychology and education, referring to the process by which individuals actively monitor, evaluate, and direct their behavior and cognitive processes towards the achievement of personal goals. It involves a complex set of skills and strategies that individuals use to manage their own learning, motivation, and behavior. Here's a detailed look at what it means to be self-regulated:


1. Awareness: The first step in self-regulation is being aware of one's own thoughts, feelings, and behaviors. This involves self-observation and the ability to identify one's current state and progress towards goals.


2. Goal Setting: Self-regulated individuals are adept at setting clear and achievable goals. They understand the importance of both short-term and long-term objectives and how they interrelate.


3. Planning: With goals in place, self-regulated people create plans to achieve these goals. This involves breaking down larger objectives into smaller, manageable tasks and scheduling these tasks in a way that is conducive to success.


4. Self-Monitoring: This is the ongoing process of tracking one's progress towards goals. Self-regulated individuals frequently check their performance and adjust their strategies as needed.


5. Self-Evaluation: After completing tasks or reaching milestones, self-regulated individuals assess their performance. They reflect on what worked well and what could be improved.


6. Self-Reaction: Based on self-evaluation, self-regulated individuals react to their performance. This can involve self-reward for success or self-punishment (such as increased effort or a change in strategy) for areas that need improvement.

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Resourcefulness: Self-regulated learners are resourceful and seek out the tools and information they need to succeed. They are proactive in finding resources that can aid their learning process.

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Time Management: Effective time management is a hallmark of self-regulation. Individuals who are self-regulated allocate their time wisely, balancing work, leisure, and other responsibilities.

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Help Seeking: When faced with challenges, self-regulated individuals know when to seek help. They are not afraid to ask for assistance when needed, recognizing that external support can be beneficial.

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Adaptability: Self-regulated people are adaptable and can adjust their strategies in response to changing circumstances or new information.

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1. Motivation: A key aspect of self-regulation is intrinsic motivation—the drive to learn and achieve goals for personal satisfaction rather than external rewards.

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2. Resilience: Self-regulated individuals are resilient and can bounce back from setbacks. They view failures as opportunities for learning rather than as insurmountable obstacles.

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3. Reflection: Regular reflection is a part of the self-regulation process. It allows individuals to learn from their experiences and to refine their self-regulation strategies over time.

The definition provided by Barry Zimmerman emphasizes the self-directive nature of self-regulation, highlighting that it's not just about mental abilities but the active transformation of those abilities into academic skills. This transformation is a dynamic process that requires continuous effort and engagement from the learner.

Now, let's translate this into Chinese:

自我调节是心理学和教育学领域中的一个重要概念，指的是个体积极监控、评估并指导自己的行为和认知过程，以实现个人目标的过程。它涉及一系列复杂的技能和策略，个体用这些来管理自己的学习、动机和行为。以下是自我调节的含义的详细说明：


1. 意识：自我调节的第一步是对自己的思想、情感和行为有所意识。这涉及自我观察以及识别自己当前状态和向目标进展的能力。


2. 目标设定：自我调节的个体擅长设定清晰和可实现的目标。他们理解短期和长期目标的重要性以及它们之间的相互关系。


3. 计划：有了目标，自我调节的人会制定实现这些目标的计划。这涉及将较大的目标分解为较小、可管理的任务，并以有助于成功的方式安排这些任务。


4. 自我监控：这是跟踪自己向目标进展的持续过程。自我调节的个体经常检查自己的表现，并根据需要调整他们的策略。


5. 自我评估：在完成任务或达到里程碑后，自我调节的个体会评估自己的表现。他们反思哪些做得好，哪些可以改进。


6. 自我反应：基于自我评估，自我调节的个体对自己的表现做出反应。这可能涉及对成功的自我奖励或对需要改进的领域的自我惩罚（例如增加努力或改变策略）。

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机智：自我调节的学习者是机智的，他们寻求成功所需的工具和信息。他们在寻找可以帮助自己学习过程的资源方面是积极主动的。

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时间管理：有效的时间管理是自我调节的标志。自我调节的个体明智地分配他们的时间，平衡工作、休闲和其他责任。

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求助：面对挑战时，自我调节的个体知道何时寻求帮助。他们在需要时不害怕寻求帮助，认识到外部支持可能是有益的。

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适应性：自我调节的人是适应性强的，可以调整他们的策略以应对变化的情况或新信息。

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1. 动机：自我调节的一个关键方面是内在动机——为了个人满足而学习和实现目标的驱动力，而不是外部奖励。

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2. 韧性：自我调节的个体是韧性强的，能够从挫折中恢复过来。他们将失败视为学习的机会，而不是不可克服的障碍。

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3. 反思：定期反思是自我调节过程的一部分。它允许个体从他们的经验中学习，并随着时间的推移完善他们的自我调节策略。

巴里·齐默尔曼提供的定义强调了自我调节的自我指导性质，突出了它不仅仅是关于心理能力，而是将这些能力积极转化为学术技能。这种转化是一个动态过程，需要学习者的持续努力和参与。

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--Self-regulation is not a mental ability or an academic performance skill; rather it is the self-directive process by which learners transform their mental abilities into academic skills.-- (p. 65) That definition is offered by Barry Zimmerman, one of the foremost researchers on self-regulated learning.Jul 30, 2010read more >>