4,246
Views
204
CrossRef citations to date
0
Altmetric
Original Articles

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

, &
Pages 215-226 | Published online: 22 Oct 2009

REFERENCES

  • Artzt , A. F. and Armour-Thomas , E. 1997 . Mathematical problem solving in small groups: Exploring the interplay of students' metacognitive behaviors, perceptions, and ability levels . The Journal of Mathematical Behavior , 16 ( 1 ) : 63 – 74 .
  • Bailey , K. D. 2006 . Living systems theory and social entropy theory . Systems Research and Behavioral Science. , 23 : 291 – 300 .
  • Bakeman , R. and Adamson , L. B. 1984 . Coordinating attention to people and objects in mother–infant and peer–infant interaction . Child Development. , 55 : 1278 – 1289 .
  • Bandura , A. 1986 . Social foundations of thought and action: A social-cognitive theory , Englewood Cliffs, NJ : Prentice-Hall .
  • Bearison , D. , Dorval , B. and LeBlanc , G. 2001 . Collaborative cognition: Children negotiating ways of knowing , Westport, CT : Greenwood Press .
  • Beebe , B. and Lachmann , F. M. 1998 . Co-constructing inner and relational processes: Self and mutual regulation in infant research and adult development . Psychoanalytic Psychology. , 15 : 480 – 516 .
  • Boekaerts , M. and Niemivirta , M. 2000 . “ Self-regulated learning: Finding balance between learning goals and ego-protective goals ” . In Handbook of self-regulation , Edited by: Boekaerts , M. , Pintrich , P. R. and Zeidner , M. 417 – 450 . San Diego, CA : Academic Press .
  • Boekaerts , M. , Pintrich , P. R. and Zeidner , M. , eds. 2000 . Handbook of self-regulation , San Diego, CA : Academic Press .
  • Borkowski , J. G. 1996 . Metacognition: Theory or chapter heading? . Learning and Individual Differences , 8 ( 4 ) : 391 – 403 .
  • Brown , A. L. 1978 . “ Knowing when, where and how to remember: A problem of metacognition ” . In Advances in instructional psychology , Edited by: Glaser , R. Vol. 1 , 77 – 165 . Hillsdale, NJ : Erlbaum .
  • Brown , A. L. 1987 . “ Metacognition, executive control, self-regulation, and other more mysterious mechanisms ” . In Metacognition, motivation and understanding , Edited by: Weinert , F. and Kluwe , R. 65 – 116 . Hillsdale, NJ : Erlbaum .
  • Butler , D. L. and Winne , P. H. 1995 . Feedback and self-regulated learning: A theoretical synthesis . Review of Educational Research. , 65 : 245 – 281 .
  • Collins , A. , Brown , J. S. and Newman , S. E. 1989 . “ Cognitive apprenticeship: Teaching the crafts of reading, writing, and mathematics ” . In Knowing, learning, and instruction: Essays in honor of Robert Glaser , Edited by: Resnick , L. B. 453 – 494 . Hillsdale, NJ : Erlbaum .
  • Corno , L. 1989 . “ Self-regulated learning: A volitional analysis ” . In Self-regulated learning and academic achievement , Edited by: Zimmerman , B. and Schunk , D. 111 – 142 . New York : Springer-Verlag .
  • DeVries , R. 2000 . Vygotsky, Piaget, and education: A reciprocal assimilation of theories and educational practices . New Ideas in Psychology. , 18 : 187 – 213 .
  • Dinsmore , D. L. , Alexander , P. A. and Loughlin , S. M. 2008 . Focusing the conceptual lens on metacognition, self-regulation and self-regulated learning . Educational Psychology Review. , 20 : 291 – 409 .
  • Flavell , J. H. 1976 . “ Metacognitive aspects of problem solving ” . In The nature of intelligence , Edited by: Resnick , L. B. 231 – 236 . Hillsdale, NJ : Erlbaum .
  • Flavell , J. H. , Miller , P. H. and Miller , S. A. 1993 . Cognitive development, , 3rd ed. , Englewood Cliffs, NJ : Prentice-Hall .
  • Fogel , A. 1992 . Co-regulation, perception and action: Reply to reactions . Human Movement Science. , 11 : 505 – 523 .
  • Fogel , A. 1993 . Developing through relationships: origins of communication, self, and culture , Chicago : University of Chicago Press .
  • Fogel , A. and Thelen , E. 1987 . Development of early expressive and communicative action: Reinterpreting the evidence from dynamic systems perspective . Developmental Psychology. , 23 : 747 – 761 .
  • Fox , E. and Riconscente , M. 2008 . Metacognition and self-regulation in James, Piaget and Vygotsky . Educational Psychology Review. , 20 : 373 – 389 .
  • Greeno , J. G. 1998 . The situativity of knowing, learning and research . American Psychologist , 53 ( 1 ) : 5 – 26 .
  • Greeno , J. G. 2006 . “ Learning in activity ” . In The Cambridge handbook of the learning sciences , Edited by: Sawyer , R. K. 79 – 96 . New York : Cambridge University Press .
  • Hadwin , A. F. , Wozney , L. and Pontin , O. 2005 . Scaffolding the appropriation of self-regulatory activity: A socio-cultural analysis of changes in teacher-student discourse about a graduate research portfolio . Instructional Science. , 33 : 413 – 450 .
  • Hickey , D. T. 2003 . Engaged participation versus marginal nonparticipation: A stridently sociocultural approach to achievement motivation . The Elementary School Journal. , 103 : 401 – 429 .
  • Hinde , R. A. and Bateson , P. 1984 . Discontinuities versus continuities in behavioural development and the neglect of process . International Journal of Behavioral Development. , 7 : 129 – 143 .
  • Hinde , R. A. and Stevenson-Hinde , J. 1987 . Interpersonal relationships and child development . Developmental Review , 7 : 1 – 21 .
  • Iiskala , T. , Vauras , M. and Lehtinen , E. 2004 . Socially shared metacognition in peer learning? . Hellenic Journal of Psychology , 1 : 147 – 178 .
  • Inhelder , B. and Piaget , J. 1958 . The growth of logical thinking from childhood to adolescence , New York : Basic Books .
  • Järvelä , S. and Järvenoja , H. “ Socially constructed self-regulated learning in collaborative learning groups ” . In Teacher's College Record (in press)
  • Järvelä , S. , Volet , S. E. and Järvenoja , H. Research on motivation in collaborative learning: Moving beyond the cognitive-situative divide and combining individual and social processes . Educational Psychologist. , (in press)
  • Järvenoja , H. and Järvelä , S. 2005 . How students describe the sources of their emotional and motivational experiences during the learning process: A qualitative approach . Learning and Instruction. , 15 : 465 – 480 .
  • Järvenoja , H. , Volet , S. E. and Järvelä , S. 2009 . Investigating students' regulation of emotion: An instrument to assess dynamics of regulation processes in socially challenging learning situations Manuscript submitted for publication
  • Labouvie-Vief , G. 1980 . Beyond formal operations: Uses and limits of pure logic in life-span development . Human Development. , 23 : 141 – 161 .
  • Lave , J. and Wenger , E. 1991 . Situated learning: Legitimate peripheral participation , Cambridge, UK : Cambridge University Press .
  • Lewis , M. D. 2000 . The promise of dynamic systems approaches for an integrated account of human development . Child Development , 71 : 36 – 43 .
  • Martin , J. 2007 . The selves of educational psychology: Conceptions, contexts and critical considerations . Educational Psychologist. , 42 : 79 – 89 .
  • Matusov , E. 1998 . When solo activity is not privileged: Participation and internalization models of development . Human Development. , 41 : 326 – 349 .
  • McCann , E. J. and Garcia , T. 1999 . Maintaining motivation and regulating emotion: Measuring individual differences in academic volitional strategies . Learning and Individual Differences. , 11 : 259 – 279 .
  • McCaslin , M. 2004 . “ Coregulation of opportunity, activity, and identity in student motivation ” . In Big theories revisited , Edited by: McInerney , D. M. and Van Etten , S. Vol. 4 , 249 – 274 . Greenwich, CT : Information Age .
  • McCaslin , M. 2009 . Co-regulation of student motivation and emergent identity . Educational Psychologist , 44 : 137 – 146 .
  • McCaslin , M. and Good , T. 1996 . “ The informal curriculum ” . In Handbook of educational psychology , Edited by: Berliner , D. and Calfee , R. 622 – 673 . New York : Macmillan .
  • McCaslin , M. and Hickey , D. T. 2001 . Educational psychology, social constructivism, and educational practice: A case of emergent identity . Educational Psychologist. , 36 : 133 – 140 .
  • Meyer , D. K. and Turner , J. C. 2002 . Using instructional discourse analysis to study the scaffolding of student self-regulation . Educational Psychologist , 37 ( 1 ) : 17 – 25 .
  • Miller , J. G. 1978 . Living systems , New York : McGraw Hill .
  • Miller , J. G. and Miller , J. L. 1995 . Applications of living systems theory . Systems Practice , 8 ( 1 ) : 19 – 45 .
  • Nolen , S. B. and Ward , C. J. 2008 . “ Sociocultural and situative research on motivation ” . In Social psychological perspective on motivation and achievement. Advances in motivation and achievement , Edited by: Maehr , M. , Karabenick , S. and Urdan , T. Vol. 15 , 428 – 460 . London : Emerald Group .
  • Nolen , S. B. , Ward , C. J. , Horn , I. S. , Childers , S. , Campbell , S. S. and Mahna , K. 2009 . “ Motivation development in novice teachers: The development of utility filters ” . In Contemporary motivation research: From global to local perspectives , Edited by: Wosnitza , M. , Karabenick , S. A. , Efklides , A. and Nenniger , P. 265 – 278 . Ashland, OH : Hogrefe & Huber .
  • Palincsar , A. S. and Brown , A. L. 1984 . Reciprocal teaching of comprehension-fostering and monitoring activities . Cognition and Instruction. , 1 : 117 – 175 .
  • Patrick , H. and Middleton , M. J. 2002 . Turning the kaleidoscope: What we see when self-regulated learning is viewed with a qualitative lens . Educational Psychologist , 37 ( 1 ) : 27 – 39 .
  • Piaget , J. 1977 . The development of thought: Equilibrium of cognitive structures , New York : Viking .
  • Pintrich , P. 1999 . Taking control of research on volitional control: Challenges for future theory and research . Learning and Individual Differences. , 11 : 335 – 354 .
  • Pintrich , P. 2000 . Educational psychology at the millennium: A look back and a look forward . Educational Psychologist. , 35 : 221 – 226 .
  • Pressley , M. 1995 . “ A transactional strategies instruction Christmas carol ” . In Teaching for transfer: Fostering generalization in learning , Edited by: McKeough , A. , Lupart , J. and Marini , A. 177 – 214 . Mahwah, NJ : Erlbaum .
  • Rogoff , B. 2003 . The cultural nature of human development , New York : Oxford University Press .
  • Salomon , G. 1993 . “ No distribution without individuals' cognition: A dynamic interactional view ” . In Distributed cognitions: Psychological and educational considerations , Edited by: Salomon , G. 111 – 138 . New York : Cambridge University Press .
  • Salomon , G. and Globerson , T. 1987 . Skill is not enough: The role of mindfulness in learning and transfer . International Journal of Educational Research. , 11 : 623 – 637 .
  • Salonen , P. , Vauras , M. and Efklides , A. 2005 . Social interaction: What can it tell us about metacognition and coregulation in learning? . European Psychologist , 10 : 199 – 208 .
  • Sander , L. 1995 . Identity and the experience of specificity in a process of recognition . Psychoanalytic Dialogues. , 5 : 579 – 593 .
  • Schunk , D. H. and Zimmerman , B. J. 1997 . Social origins of self-regulated competence . Educational Psychologist. , 32 : 195 – 208 .
  • Schunk , D. H. and Zimmerman , B. J. 2008 . Motivation and self-regulated learning: Theory, research, and applications , New York : Taylor & Francis .
  • Thelen , E. and Smith , L. B. 2006 . “ Dynamic systems theories ” . In Theoretical models of human development. Handbook of child psychology , Edited by: Lerner , R. M. Vol. 1 , 258 – 312 . Hoboken, NJ : Wiley .
  • Tomasello , M. and Haberl , K. 2003 . Understanding attention: 12- and 18-month olds know what is new for other persons . Developmental Psychology. , 39 : 906 – 912 .
  • Tronick , E. 1989 . Emotions and emotional communication in infants . American Psychologist. , 44 : 112 – 119 .
  • Valsiner , J. 1991 . Construction of the mental: From the cognitive revolution to the study of development . Theory & Psychology. , 1 : 477 – 494 .
  • Valsiner , J. 2001 . The first six years: Culture's adventures in psychology . Culture and Psychology , 7 ( 1 ) : 5 – 48 .
  • Valsiner , J. 2002 . Mutualities under scrutiny: Dissecting the complex whole of development . Social Development. , 11 : 296 – 301 .
  • Vauras , M. , Iiskala , T. , Kajamies , A. , Kinnunen , R. and Lehtinen , E. 2003 . Shared-regulation and motivation of collaborating peers: A case analysis . Psychologia: An International Journal of Psychology in the Orient , 46 ( 1 ) : 19 – 37 .
  • Vauras , M. , Salonen , P. , Lehtinen , E. and Kinnunen , R. 2009 . “ Motivation in school from contextual and longitudinal perspective ” . In Contemporary motivation research: From global to local perspectives , Edited by: Wosnitza , M. , Karabenick , S. A. , Efklides , A. and Nenniger , P. 1 – 24 . Cambridge, MA : Hogrefe .
  • Vauras , M. , Salonen , P. and Kinnunen , R. 2008 . “ Influences of group processes and interpersonal regulation on motivation, affect and achievement ” . In Social psychological perspectives. Advances in motivation and achievement , Edited by: Maehr , M. L. , Karabenick , S. A. and Urdan , T. C. Vol. 15 , 275 – 314 . Bingley, UK : JAI Press–Emerald .
  • Volet , S. E. and Mansfield , C. 2006 . Group work at university: Significance of personal goals in the regulation strategies of students with positive and negative appraisals . Higher Education, Research and Development. , 25 : 341 – 356 .
  • Volet , S. E. , Summers , M. and Thurman , J. 2009 . High-level co-regulation in collaborative learning: How does it emerge and how is it sustained? . Learning and Instruction , 19 : 128 – 143 .
  • Vygotsky , L. S. 1978 . Mind in society: The development of higher psychological processes , Edited by: Cole , M. , John-Steiner , V. and Souberman , E. Cambridge, MA : Harvard University Press . (Original work published 1930)
  • Weiss , P. A. 1969 . “ The living system: Determinism stratified ” . In Beyond reductionism: New perspectives in the life sciences. The Alpbach Symposium 1968 , Edited by: Koestler , A. and Smythies , J. R. 3 – 42 . London : Hutchinson .
  • Wenger , E. 1998 . Communities of practice: Learning, meaning, and identity , Cambridge, UK : Cambridge University Press .
  • Wertsch , J. V. 1994 . Mediated action in sociocultural studies . Mind, Culture, and Activity. , 1 : 202 – 208 .
  • Winne , P. H. and Perry , N. E. 2000 . “ Measuring self-regulated learning ” . In Handbook of self-regulation , Edited by: Boekaerts , M. , Pintrich , P. R. and Zeidner , M. 531 – 566 . San Diego, CA : Academic Press .
  • Wolters , C. A. 1999 . The relation between high school students' motivational regulation and their use of learning strategies, effort and classroom performance . Learning and Individual Differences , 11 : 281 – 299 .
  • Zimmerman , B. J. 1989 . A social cognitive view of self-regulated academic learning . Journal of Educational Psychology. , 81 : 329 – 339 .
  • Zimmerman , B. J. 2000 . “ Attaining self-regulation: A social cognitive perspective ” . In Handbook of self-regulation , Edited by: Boekaerts , M. , Pintrich , P. R. and Zeidner , M. 13 – 39 . San Diego, CA : Academic Press .

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.