Home Articles Reader Opinion Editorial Book Reviews Discussion Writers Guide About TCRecord
transparent 13
Topics
Discussion
Announcements

Self-Regulation, Coregulation, and Socially Shared Regulation: Exploring Perspectives of Social in Self-Regulated Learning Theory


by Allyson Hadwin & Mika Oshige — 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.



To view the full-text for this article you must be signed-in with the appropropriate membership. Please review your options below:

Sign-in
Email:
Password:
Store a cookie on my computer that will allow me to skip this sign-in in the future.
Send me my password -- I can't remember it
 
Purchase this Article
Purchase Self-Regulation, Coregulation, and Socially Shared Regulation: Exploring Perspectives of Social in Self-Regulated Learning Theory
Individual-Resource passes allow you to purchase access to resources one resource at a time. There are no recurring fees.
$12
Become a Member
Online Access
With this membership you receive online access to all of TCRecord's content. The introductory rate of $25 is available for a limited time.
$25
Print and Online Access
With this membership you receive the print journal and free online access to all of TCRecord's content.
$210


Cite This Article as: Teachers College Record Volume 113 Number 2, 2011, p. 240-264
http://www.tcrecord.org ID Number: 15976, Date Accessed: 10/21/2017 8:05:32 AM

Purchase Reprint Rights for this article or review
Article Tools

Related Media


Related Articles

Related Discussion
 
Post a Comment | Read All

About the Author
  • Allyson Hadwin
    University of Victoria
    E-mail Author
    ALLYSON HADWIN is an associate professor at the University of Victoria and is a codirector of the Technology Integration and Evaluation (TIE) research lab. Her research focuses on the social aspects of self-regulated learning, as well as the ways that technologies can support self-regulation, shared regulation, and coregulation. Dr. Hadwin uses multiple methodologies to explore the dynamic and social nature of self-regulation as it evolves over time and through interaction with others.
  • Mika Oshige
    University of Victoria
    MIKA OSHIGE is an M.A. candidate at the University of Victoria. Her M.A. thesis study explores the first phase of self-regulated learning (task understanding) with relation to academic performance in postsecondary students.
Member Center
In Print
This Month's Issue

Submit
EMAIL

Twitter

RSS