Towards a new paradigm of strategic learning: The role of social mediation, the self and emotions

Electronic Journal of Research in Educational Psychology

Volumn 5, Issue 13, 2007, Pages 497-534

  Monereo, Carles ^a  

^a UNIVERSITAT AUTÒNOMA DE BARCELONA   (Spain)

Author keywords

Identity; Self; Self regulation; Strategic instruction; Strategic learning

Indexed keywords

EID: 77957737862     PISSN: 16995880     EISSN: 16962095     Source Type: Journal    
DOI: None     Document Type: Article

References (67)

1. Almog, T. & Hert-Lazarowitz, R. (1999). Teachers as peer learners: Professional development in an advanced computer learning environment. In A. O'Donnell & A. King (eds.) Cognitive perspectives on peer learning. N.J.: Lawrence Erlbaum Associates.
2. Badía, A. & Monereo, C. (2004). La construcción de conocimiento profesional docente. Análisis de un curso de formación sobre enseñanza estratégica. [Construction of professional knowledge in teaching. Analysis of a training course on strategic teaching.]. Anuario de Psicología, 35 (1), 47-70.
3. Bakhtin, M. M. (1986). Speech genres & other late essays. Austin, TX: University of Texas (Original work published 1952).
4. Boekaerts, M. (2002). Bringing about change in the classroom: Strengths and weaknesses of the self-regulated learning approach. Learning & Instruction, 12 (6), 589-604.
5. Boekaerts, M. & Corno, L. (2005). Self-regulation in the classroom: a perspectiva on assessment and intervention. Applied Psychology: An international review, 54 (2), 199-231.
6. Boekaerts, M.; Els de Koning & Vedder, P. (2006) Goal-Directed behaviour and contextual factors in the classroom: an innovative approach to the study of multiple goals. Educational Psychologist, 41 (1), 33-51.
7. Bransford, J. D., Vye, N., Kinzer, C., & Risko, V. (1990). Teaching thinking and content knowledge: Toward an integrated approach. In B.F. Jones & L. Idol (Eds.). Dimensions of thinking and cognitive instruction. Hillsdale, NJ: Lawrence Erlbaum Associates Inc.
8. Bruner, J. (1999). La educación, puerta de la cultura. [Education, gateway to culture.] Madrid: Visor.
9. Burkitt, I. (1999). Bodies of Thought. Embodiment, Identity & Modernity. London: Sage.
10. Burr, V. (1985). An introduction to social constructionism. London & New York: Routledge.
11. Carver, C. S., & Scheier, M. F. (2000). On the structure of behavioral self-regulation. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation research (pp. 41-84). San Diego: Academic Press.
12. Castelló, M. & Monereo, C. (1999). El conocimiento estratégico en la toma de apuntes: un estudio en la educación superior. [Strategic knowledge in note taking: a study in higher education.]. Infancia y Aprendizaje, 88, 25-42.
13. Castelló, M. & Monereo, C. (2000). Las concepciones de los profesores sobre la enseñanza de estrategias de aprendizaje. [Teachers' conceptions about teaching learning strategies.]. Ensayos y experiencias, 33, 78-92.
14. Castelló, M. & Monereo C. (2005, August). The assessment of Strategic Knowledge by means of authenticated school tasks. Paper presented at the Biannual Conference of the European Association for Research on Learning and Instruction, Nicosia, Cyprus.
15. Castelló, M. & Monereo, C. (2005). Student's notetaking as a knowledge construction tool. L1-Educational Studies in Language and Literature, 5 (3), 265-285.
16. Claxton, G. (1987). Live and Learn: An Introduction to the Psychology of Growth and Change in Everyday Life. UK: Open University Press.
17. Cognition and Technology Group at Vanderbilt (CTGV) (1992). The Jasper experiment: An exploration of issues in learning and instructional design. Educational Technology Research and Development, 40 (1), 65-80.
18. Coll, C.; Colomina, R.; Onrubia, J. & Rochera, M.J. (1992). Actividad conjunta y habla: una aproximación al estudio de los mecanismos de influencia educativa. [Joing activity and speech: an approach to the study of mechanisms of educational influence.]. Infancia y Aprendizaje, 59-60, 189-232.
19. Dahl, T. Bals, M. & Turi, A. (2005). Are students' beliefs about knowledge and learning associated with their reported use learning strategies?. British Journal of Educational Psychology, 75, 257-273.
20. Damasio, A. R. (1995). Descartes' error: Emotion, reason, and the human brain. New York: Avon.
21. Durán, D. & Monereo, C. (2005). Styles and sequences of cooperative interaction in fixed and reciprocal peer tutoring. Learning & Instruction, 15, 179-199.
22. Edmondson, K. & Novak, J. (1993). The interplay of scientific epistemological views, learning strategies, and attitudes of college students. Journal of Research in Science Teaching, 30 (6), 547-559.
23. Engeström, Y. (1987). Learning by expanding: An activity-theoretical approach to developmental research. Helsinki: Orienta-konsultit.
24. Gardner, H. (1999). Intelligence Reframed. Multiple intelligences for the 21st century. New York: Basic Books.
25. Gaskins, R. & Elliot, T. (1991). Implementing Cognitive Strategy Instruction. across the school. The Benchmark manual for teachers. Cambridge: Brookline Books.
26. Gergen, K.J. (1989). Warranting voice and the elaboration of the self. In J. Shoter & K.J. Gergen (Eds.), Texts of identity (pp.70-81). London: Sage.
27. Grolnick, W.S.; Kurowski, C.O. & Gurland, S.T. (1999). Family processes and the development of children's self regulation. Educational Psychologist, 34, 3-14.
28. Grusec, J.E. & Goodnov, J.J. (1994). Impact of parental discipline methods on the child's internalization of values: A re-conceptualization of current points of view. Developmental Psychology, 30, 4-19.
29. Gutkin, T. B. (1999). Collaborative versus directive/prescriptive/expert school-based consultation: Reviewing and resolving a false dichotomy. Journal of School Psychology, 37, 161-190.
30. Hart, D. & Fegley, S. (1997). Children's selfawareness and self-understanding in cultural context. In U. Neisser & D.A. Jopling, The conceptual self in context. (p. 128-153). Cambridge, UK: Cambridge University Press.
31. Hermans, H. (2002). The dialogical self: one person different stories. In Y. Kashima; M. Foddy & M. Platow (Eds.) Self and Identity. Personal, Social and Symbolic (p. 71-99). New Jersey: LEA.
32. Humphrey, N. (1983). Consciousness Regained. Oxford: Oxford University Press.
33. Leontiev, A.N. (1978). Activity, Consciousness and Personality. Hillsdale: Prentice-Hall.
34. Lin, X. D. (2001). Reflexive adaptation of a technology artefact: a case study of classroom change. Cognition & Instruction, 19 (4), 395-440.
35. Markus, H.; Mullally, P. & Kitayama, S. (1997). Selfways: Diversity in modes of cultural participation. In U. Neisser & D.A. Jopling The conceptual self in context. (p. 13- 61). Cambridge, UK: Cambridge University Press.
36. Maclure, S. & Davies, P. (1991). Learning to think: thinking to learn. Oxford. Pergamon Press.
37. Mehan, H. (1976). Students' interactional competente in the classroom. The Quarterly Newsletter of the Laboratory of Comparative Human Cognition, 1 (1), 7-10.
38. Mehan, H., & Riel, M. (1982). Teachers and students' instructional strategies. In L. L. Adler (Ed.), Issues in cross-cultural psychology. New York: Academic Press, 171-188.
39. Mercer, N. (1996). The quality of talk in children's collaborative activity in the classroom. Learning & Instruction, 4 (6), 359-377.
40. Monereo, C. (1995). De los procedimientos a las estrategias: implicaciones para el Proyecto Curricular Investigación y Renovación escolar (IRES). [From procedures to strategies: implications for the Curriculum Project, Research and School Renovation.]. Investigación en la escuela, 27, 21-38.
41. Monereo, C.; Fuentes, M. & Sánchez, S. (2000). Internet Search and Navigation Strategies Used by Experts and Beginners. In. Interactive Educational Multimedia, 1, 24-34. (Electronic journal: http://www.ub.es/multimedia/iem).
42. Monereo, C; Pozo, J.I. & Castelló, M. (2001). La enseñanza de estrategias de aprendizaje en el contexto escolar. [Teaching learning strategies in the school context.] In C. Coll, J. Palacios, & A. Marchesi (coord.). Psicología de la educación escolar (pp. 235-258). Madrid: Alianza Editorial.
43. Monereo, C. & Sánchez, S. (2004). Diseño instruccional de software educativo: impacto de las ayudas de carácter metacognitivo en el aprendizaje. [Instructional design of educational software: the impact of metacognitive helps in learning.]. Revista de investigaciones en Educación, 4, 97-113.
44. Monereo, C. (coord.) (2001). Ser estratégico y autónomo aprendiendo. Unidades de enseñanza estratégica para la ESO. [Being strategic and autonomous while learning. Strategic teaching units for compulsory secondary education.] Barcelona: Graó.
45. Monereo, C. (coord.) (2005). Internet y competencias básicas. [Internet and basic competencies.] Barcelona: Graó.
46. Moshman, D. (1982) Exogenous, endogenous and dialectical constructivism. Developmental Review, 2, 371-384.
47. Neisser, U. (1997). Concepts and selfconcepts. In U. Neisser & D.A. Jopling The conceptual self in context. (p. 3-12). Cambridge, UK: Cambridge University Press.
48. Nelson K. (1981). Social cognition in a script framework. In J. H. Flavell & L. Ross (Eds.). Social cognitive development (p. 97-118). Cambridge, UK: Cambridge University Press.
49. Noddings, H. (1990). Constructivism in Mathematics Education. Journal for Research in Mathematics Education, 4, 7-18.
50. Paris, S.G.; Lipson, M.Y.; Wixson, K.K. (1983). Becoming a strategic reader. Contemporary Educational Psychology, 8, 293-316.
51. Phan, H.P. (2006). Examination of student learning approaches, reflective thinking, and epistemological beliefs: A latent variables approach. Electronic Journal of Research in Educational Psychology, 4(3), 577-610. www.education-psychology.com/e-journal
52. Perry, N. Phillips, L. & Dowler, J. (2004). Examining features of tasks and their potential to promote self-regulated learning. Teachers College Record, 106 (9), 1854-1878.
53. Perry, N.; Karen, O.; VandeKamp, L.; Mercer, L. & Nordby, C. (2002) Investigating teacherstudent interactions that foster self-regulated learning. Educational Psychologist, 37 (1), 5-15.
54. Pressley, M., Woloshyn, V., Lysynchuk, L.M., Martin, V., Wood, E., & Willoughby,T. (1990). A primer of research on cognitive strategy instruction: the important issues and how to address them. Educational Psychology Review, 2, 1-58.
55. Pressley, M.; Harris, K. & Marks, M. (1992). But good strategy instructors are constructivist!. Educational Psychology Review, 1, 3-31.
56. Rodrigo, M.J. & Correa, N. (1999). Teorías implícitas, modelos mentales y cambio educativo. [Implicit theories, mental models and educational change.] In J.I.Pozo & C. Monereo (Eds.). El aprendizaje estratégico. Madrid: Santillana.
57. Rosario, P., Núñez, J.C. & González-Pienda, J.A. (2004). Stories that show how to study and how to learn: an experience in the Portuguese school system. Electronic Journal of Research in Educational Psychology, 2(1), 131-144. www.education-psychology.com/e-journal
58. Rozendaal, J.S., Minnaert, A. & Boekaerts, M. (2005). The influence of teacher perceived administration of self-regulated learning on student's motivation and information-processing. Learning and Instruction, 15 (2), 141-160.
59. Simone, D. & Hersh, L. (2003). Key Competencies (DeSeCo). Göttingen: Hogrefe & Huber.
60. Topping, K. (2001). Thinking, Reading, Writing. A practical Guide to paired learning with peers, parents and volunteers. London: Continuum.
61. Topping, K. & Ehly, S. (1998). Peer-assisted learning. NJ: Lawrence Erlbaum Associ-ates.
62. Turner, J.; Meyer, D. & Schweinle, A. (2003). The importance of emotion in theories of motivation: empirical, methodological and theoretical considerations from a goal theory perspective. International Journal of Educational Research, 39, 375-393.
63. Veeman, S.; Beems, D.; Gerrits, S. & Op De Weegh, G. (1999). Implementation effects of a training programme for self-regulated learning. Journal of Research and Development in Education, 3 (22), 148-159.
64. Vigotsky, L. (1986). Pensamiento y lenguaje. [Thought and language.] Buenos Aires: La Pleyade.
65. Vigotsky, L. (1989). El desarrollo de los procesos psicológicos superiores. [Developing higher psychological processes] Barcelona: Editorial Crítica.
66. Waeytens, K; Lens, W. & Vandenberghe, R. (2002). Learning to learn: teachers' conceptions of their supporting role. Learning & Instruction, 3 (12), 305-322.
67. Wertsch, J. (1991). Voices of the Mind: A Sociocultural Approach to Mediated Action. Cambridge, MA: Harvard University Press.