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ERIC Number: EJ865112
Record Type: Journal
Publication Date: 2009
Pages: 10
Abstractor: As Provided
Reference Count: 69
ISBN: N/A
ISSN: ISSN-0046-1520
Co-Regulation of Student Motivation and Emergent Identity
McCaslin, Mary
Educational Psychologist, v44 n2 p137-146 2009
In this article I outline a co-regulation model of identity that is based on an emergent interaction perspective derived from Vygotskian theory. I use this model to suggest the role of motivation in identity development. The co-regulation approach is one of many modern attempts (e.g., social cognitive, social constructivist, sociocultural) to understand how social and cultural influences might impact the development of the individual or perhaps transcend the individual. This article articulates a co-regulation model of emergent identity and provides an illustration of its potential for understanding how students might make school personally meaningful. (Contains 1 figure.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A