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What Have We Learned About the Social Context-Student Engagement Link?

by Monique Boekaerts - 2011

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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Cite This Article as: Teachers College Record Volume 113 Number 2, 2011, p. 375-393
https://www.tcrecord.org ID Number: 15981, Date Accessed: 9/25/2021 6:29:29 PM

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About the Author
  • Monique Boekaerts
    E-mail Author
    MONIQUE BOEKAERTS currently holds the chair of learning and instruction at Leiden University. She has played a leading role in the development of the motivation construct, designing the first situation-specific measurement instruments to assess motivation in the classroom. Boekaerts has built up a national and international reputation for the application of her theories of motivation and self-regulation in educational practice. Her booklet Motivation to Learn was translated into many languages and has been widely disseminated to policy makers and teachers. Recent publications include: Boekaerts, M., & Rozendaal, J. S. (2008). Expertise development in the college classroom: new insights. In D.C. Berliner & H. Kupermintz (Eds.), Fostering change in institutions, environments, and people (pp. 95118). New York: Routledge; Boekaerts, M. (2009). Goal directed behavior in the classroom. In K. Wentzel & A. Wigfield (Eds.), Handbook of motivation at school (pp. 105122). New York and London: Routledge; and Boekaerts, M. (in press). Motivation and self-regulation: Two close friends. In T. Urdan, S. Karabenick, & F. Pajares (Eds.), Advances in motivation achievement (Vol. 16). Bingley, England: Emerald Group.
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