Journal article
Self- and Social Regulation in Learning Contexts: An Integrative Perspective
Educational Psychologist, Vol.44(4), pp.215-226
2009
Abstract
This article outlines the rationale for an integrative perspective of self- and social regulation in learning contexts. The role of regulatory mechanisms in self- and social regulation models is examined, leading to the view that in real time collaborative learning, individuals and social entities should be conceptualized as self-regulating and coregulated systems at the same time. Living systems theory provides support for the claim that although all forms of regulation have an adaptive function, the distinct, regulatory processes occurring at different systemic levels (e.g. individual, social) are concurrent and interdependent. Challenges for future research from an integrative perspective are discussed.
Details
- Title
- Self- and Social Regulation in Learning Contexts: An Integrative Perspective
- Authors/Creators
- S. Volet (Author/Creator) - Murdoch UniversityM. Vauras (Author/Creator) - University of TurkuP. Salonen (Author/Creator) - University of Turku
- Publication Details
- Educational Psychologist, Vol.44(4), pp.215-226
- Publisher
- Lawrence Erlbaum Associates
- Identifiers
- 991005543862407891
- Copyright
- © Division 15, American Psychological Association.
- Murdoch Affiliation
- School of Education
- Language
- English
- Resource Type
- Journal article
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- Collaboration types
- Domestic collaboration
- International collaboration
- Citation topics
- 6 Social Sciences
- 6.11 Education & Educational Research
- 6.11.31 Self-Regulated Learning
- Web Of Science research areas
- Education & Educational Research
- Psychology, Educational
- ESI research areas
- Psychiatry/Psychology