结果表明，无论学习任务难易还是时间大小，被试的实际自我调节学习活动水平均存在显著差异；
The results showed that there were significant differences in self regulated learning activities between two kinds of learning task requirements as well as between two kinds of time pressure.
探讨两种学习任务要求与两种时间压力是如何通过57名被试的临场情境评估状况而影响其实际自我调节学习活动水平的。
The influence of learning task requirements and time pressure on the self regulated learning activities of 57 subjects were studied through their appraisal of a given situation.
结果表明，在不同情境下，无论学习目标高低或时间压力大小，被试的选择题测验成绩均不存在显著差异；而作文成绩均存在显著差异；被试的临场自我调节学习活动存在显著差异；
The results showed that there were significant differences in on-line self-regulated learning activities between two kinds of learning task requirements, as well as between two kinds of time pressure.
然而，教师在帮助学生对学习和思维活动进行反思的同时，也增强了学生的自我调节能力。
However, when teachers help pupils to reflect on their own learning and thinking activities, they increase their pupils' self-regulation.
元认知是人们对自身认知活动的自我意识、自我监控与自我调节，元认知理论在学习实践中具有广泛的适应性。
Metacognition, an awareness of one's own cognitive processes together with the use of self-awareness in controlling and improving cognitive processes, can be widely used in learning practice.
本文介绍了自我调节学习的概念，并阐述了自我调节过程是一个循环活动。
This article defines the self -regulated learning habit and describes the process of self -regulation as cyclical phases:forethought, performance or volitional control, and self -reflection.
本文介绍了自我调节学习的概念，并阐述了自我调节过程是一个循环活动。
This article defines the self -regulated learning habit and describes the process of self -regulation as cyclical phases:forethought, performance or volitional control, and self -reflection.
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