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Volume 113, Number 2 (2011)

by Allyson Hadwin & Sanna Järvelä
This paper introduces the special issue.
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by Allyson Hadwin & Mika Oshige
This article contrasts: (a) the role of social influence in the regulation of learning, (b) the emerging language for describing regulation of learning (self-regulation, coregulation, or socially shared regulation), and (c) empirical methods for researching social aspects in the regulation of learning.
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by Christopher A. Wolters
This article provides a conceptual understanding and briefly reviews prior work regarding the regulation of motivation. As well, social influences on the development of regulation of motivation are discussed. Throughout the article, gaps in prior research and directions for future studies are noted.
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by Avi Kaplan, Einat Lichtinger & Michal Margulis
This study employs mixed methods in an in-depth case analysis of a ninth-grade student's engagement in a writing task to suggest that situated purposes of engagement are integral elements in self-regulation and that different purposes call for employment of different types of strategies and potentially of self-regulation.
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by Mary McCaslin & Heidi Legg Burross
Research is presented on teacher-centered instruction and individual differences among students within a sociocultural perspective; specifically, within a co-regulation model. Data sources include classroom observation to identify differences in instructional opportunity within teacher-centered instruction; students reported self-monitoring of their classroom activity to ascertain individual differences in adaptation to classroom demands; and student performance on classroom-like tasks and standardized tests to illuminate the dynamics of opportunity, activity, and adaptation in student achievement. Results support the potential of a co-regulation model to understand and enhance teacher-centered instruction of students who differ in adaptation to classroom and achievement demands in nontrivial ways.
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by Sanna Järvelä & Hanna Järvenoja
The aim of this study is to identify higher education students' (N = 16) socially constructed motivation regulation in collaborative learning. Three methods: namely, adaptive instrument, video-tapings, and group interviews, were used to assess the individual- and group-level perspectives on those situations that the students felt were challenging and thus possibly activated joint regulation of motivation. The results show that socially constructed self-regulation emerged when students worked in collaborative learning groups and made consistent efforts to regulate their learning and engagement.
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by Monique Boekaerts
The author explores how each author contributes to our understanding of the social context--self-regulation link. She also describes how the articles collectively enhance our insights into the social embeddedness of regulation strategies in the classroom and lists some of the challenges that remain.
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