Self- and Social Regulation in Learning Contexts: An Integrative Perspective

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.

ACKNOWLEDGMENTS

This research was supported by grants No. DP0666993 and No. DP0986867 from the Australian Research Council, awarded to the first author, and grants No. 201782 and No. 114048 from the Council for Cultural and Social Science Research, the Academy of Finland, awarded to the second author.