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ERIC Number: EJ927077
Record Type: Journal
Publication Date: 2011
Pages: 25
Abstractor: As Provided
Reference Count: 0
ISBN: N/A
ISSN: ISSN-1467-9620
Self-Regulation, Coregulation, and Socially Shared Regulation: Exploring Perspectives of Social in Self-Regulated Learning Theory
Hadwin, Allyson; Oshige, Mika
Teachers College Record, v113 n2 p240-264 2011
Background/Context: Models of self-regulated learning (SRL) have increasingly acknowledged aspects of social context influence in its process; however, great diversity exists in the theoretical positioning of "social" in these models. Purpose/Objective/Research Question/Focus of Study: The purpose of this review article is to introduce and contrast social aspects across three perspectives: self-regulated learning, coregulated learning, and socially shared regulation of learning. Research Design: The kind of research design taken in this review paper is an analytic essay. The article contrasts self-regulated, coregulated, and socially shared regulation of learning in terms of theory, operational definition, and research approaches. Data Collection and Analysis: Chapters and articles were collected through search engines (e.g., EBSCOhost, PsycINFO, PsycARTICLES, ERIC). Findings/Results: Three different perspectives are summarized: self-regulation, coregulation, and socially shared regulation of learning. Conclusions/Recommendations: In this article, we contrasted three different perspectives of social in each model, as well as research based on each model. In doing so, the article introduces a language for describing various bodies of work that strive to consider roles of individual and social context in the regulation of learning. We hope to provide a frame for considering multimethodological approaches to study SRL in the future research.
Teachers College, Columbia University. P.O. Box 103, 525 West 120th Street, New York, NY 10027. Tel: 212-678-3774; Fax: 212-678-6619; e-mail: tcr@tc.edu; Web site: http://www.tcrecord.org
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A