Self-regulation, coregulation, and socially shared regulation: Exploring perspectives of social in self-regulated learning theory

Teachers College Record

Volumn 113, Issue 2, 2011, Pages 240-264

  Hadwin, Allvson ^a,b   Oshige, Mika ^a  

^a UNIVERSITY OF VICTORIA   (Canada)

^b Technology Integration and Evaluation (TIE)   (Canada)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 79955424235     PISSN: 01614681     EISSN: 14679620     Source Type: Journal    
DOI: None     Document Type: Article

References (61)

1. Aguilera, A. (2001). Shared thinking: Concept and assessment. European Journal of Psychology of Education, 16, 283-298.
2. Azevedo, R., Cromley, J. G., & Seibert, D. (2004). Does adaptive scaffolding facilitate students' ability to regulate their learning with hypermedia? Contemporary Educational Psychology, 29, 344-370. (Pubitemid 38939264)
3. Boekaerts, M., & Corno, L. (2005). Self-regulation in the classroom: A perspective on assessment and intervention. Applied Psychology: An International Review, 54, 199-231.
4. Brown, A. L., Ash, D., Rutherford, M., Nakagawa, K., Gordon, A., & Campione, J. C. (1993). Distributed expertise in the classroom. In G. Salomon (Ed.), Distributed cognitions: Psychological and educational considerations (pp. 188-228). New York: Cambridge University Press.
5. Brown, A. L., & Campione, J. C. (1996). Psychological theory and design of innovative learning environments: On procedures, principles, and systems. In L. Schauble & R. Glaser (Eds.), Innovations in learning: New environments for education (pp. 289-325). Mahwah, NJ: Erlbaum.
6. Bronfenbrenner, U. (1994). Ecological models of human development. In T. Husen & T. N. Postiethwaite (Eds.), International encyclopedia of education (pp. 1643-1647). Oxford, England: Pergamon.
7. Bruner, J. (1996). The culture of education. Cambridge, MA: Harvard University Press.
8. Bruning, R. H., Schraw, G. J., & Ronning, R. R. (1999). Cognitive psychology and instruction. Englewood Cliffs, NJ: Prentice-Hall.
9. Carroll, J. M., Neale, D. C., Isenhour, P. L., Rosson, M. B., & McCrickard, D. S. (2003). Notification and awareness: Synchronizing task-oriented collaborative activity. International Journal of Human-Computer Studies, 58, 605-632.
10. Cleary, T. J., & Zimmerman, B.J. (2004) Self-regulation empowerment program: A schoolbased program to enhance self-regulated and self-motivated cycles of student learning. Psychology in the School, 41, 537-550. (Pubitemid 38640022)
11. Corno, L., & Mandinach, E. B. (2004). What we have learned about student engagement in the past twenty years. In D. M. McInerney & S. Van Etten (Eds.), Big theories revisited: Vol 4. Research on soeioeultural influences on motivation and learning (pp. 299-328). Greenwich, CT: Information Age.
12. Detterman, D. K., Sternberg, R. J. (1996). Transfer on trial Intelligence, cognition, and instruction. Norwood, NJ: Ablex.
13. Dewey, J. (1963). Experience and education. New York: Collier Macmillan. (Original work published 1938.)
14. Diaz, R. M., Neal, C. J., & Amaya-Williams, M. (1990). The social origins of self-regulation. In L. C. Moll (Ed,), Vygotsky and education: Instructional implications and applications of sociohistorical psychology (pp. 127-154). New York: Cambridge University Press.
15. Driver, R., Asoko, H., Leach, J., Mortimer, E., & Scott, P. (1994). Constructing scientific knowledge in the classroom. Educational Researcher, 23(7), 5-12.
16. Flem, A., Moen, T., & Gudmundsdottir, G. (2004). Towards inclusive schools: A study of inclusive education in practice. European Journal of Special Needs Education, 19, 85-98. (Pubitemid 38208168)
17. Gallimore, R., Dalton, S., & Tharp, R. G. (1986). Self-regulation and interactive teaching: The effects of teaching conditions on teachers' cognitive activity. Elementary School Journal 86, 613-631.
18. Gallimore, R., & Tharp, R. (1990). Teaching mind in society: Teaching, schooling, and literate discourse. In L. C. Moll (Ed.), Vygotsky and education: Instructional implications and applications of sociohistorical psychology (pp. 175-205). New York: Cambridge University Press.
19. Hadwin, A. F. (2000). Building a case for self-regulating as a socially constructed phenomenon. Unpublished doctoral dissertation, Simon Fraser University, Burnaby, British Columbia, Canada.
20. Hadwin, A. F., Wozney, L., & Pontin, O. (2005). Scaffolding the appropriation of self-regulatory activity: A social constructivist analysis of changes in student-teacher discourse about a graduate student portfolio. Special Issue of Instructional Science, 33, 413-450. (Pubitemid 41455845)
21. Hurme, T., & Järvelä, S. (2005). Students' activity in computer-supported collaborative problem solving in mathematics. International Journal of Computers for Mathematical Learning, 10(1), 49-73. (Pubitemid 41202434)
22. Iiskala, T., Vauras, M., & Lehtinen, E. (2004). Socially-shared metacognition in peer learning? Hellenic Journal of Psychology, 1(2), 147-178.
23. Jackson, T., Mackenzie, J., & Hobfoll, S. E. (2000). Communal aspects of self-regulation. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 275-300). San Diego, CA: Academic Press.
24. Järvelä, S., Lehtinen, E., & Salonen, P. (2000). Socio-emotional orientation as a mediating variable in the teaching-learning interaction: Implications for instructional design. Scandinavian Journal of Educational Research, 44, 293-306.
25. Karasawidis, I., Pieters, J. M., & Plomp, T. (2000). Investigating how secondary school students learn to solve correlational problems: Quantitative and qualitative discourse approaches to the development of self-regulation. Learning and Instruction, 10, 267-292.
26. Kitsantas, A., Zimmerman, B. J., & Cleary, T. (2000). The role of observation and emulation in the development of athletic self-regulation. Journal of Educational Psychology, 92, 811-817. (Pubitemid 33204887)
27. Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. New York: Cambridge University Press.
28. Leinonen, P., Järvelä, S., & Lipponen, L. (2003). Individual students' interpretations of their contribution to the computer-mediated discussions. Journal of Interadive Learning Research, 14, 99-122.
29. Martin, J., & Sugarman, J. (1996). Bridging social constructionism and cognitive constructivism: A psychology of human possibility and constraint. Journal of Mind and Behavior, 17, 291-320. (Pubitemid 27100547)
30. McCaslin, M. (2009). Co-regulation of student motivation and emergent identity. Educational Psychologist, 44, 137-146.
31. McCaslin, M., & Burross, H. L. (2011). Research on individual differences within a sociocultural perspective: Co-regulation and adaptive learning. Teachers College Record, 113(6).
32. McCaslin, M., Good, T. L., Nichols, S., Zhang, J., Wiley, C. R. H., Bozack, A. R., (2006). Comprehensive school reform: An observational study of teaching in Grades 3 to 5. Elementary School Journal 106, 313-331. (Pubitemid 43474639)
33. McCaslin, M., & Hickey, D. T. (2001). Self-regulated learning and academic achievement: A Vygotskian view. In B. Zimmerman & D. Schunk (Eds.), Self-regulated learning and academic achievement: Theory, research, and practice (2nd ed., pp. 227-252). Mahwah, NJ: Erlbaum.
34. McCaslin, M. M., & Murdock, T. B. (1991). The emergent interaction of home and school in the development of students' adaptive learning. In M. Maehr & P. Pintrich (Eds.), Advances in motivation and achievement (Vol. 7, pp. 213-260), Greenwich, CT: JAI Press.
35. McCombs, B. L., & Marzano, R. J. (1990). Putting the self in self-regulated learning: The self as agent in integrating will and skill. Educational Psychologist, 25, 51-69.
36. Meyer, D. K., & Turner, J. C. (2002). Using instructional discourse analysis to study the scaffolding of student self-regulation. Educational Psychologist, 37, 17-25. (Pubitemid 36618814)
37. Perry, N. E. (1998). Young children's self-regulated learning and contexts that support it. Journal of Educational Psychology, 90, 715-729.
38. Phillips, D. C. (1995). The good, the bad, and the ugly: The many faces of constructivism. Educational Researcher, 24(1), 5-12.
39. Pintrich, P. R. (2000). The role of goal orientation in self-regulated learning. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation: Theory, research and applications (pp. 451-502). San Diego, CA: Academic Press.
40. Prawat, R. S. (1996), Constructivisms, modern and postmodern. Educational Psychologist, 31, 215-225.
41. Purdie, N., & Hattie, J. (1996). Cultural differences in the use of strategies for self-regulated learning. American Educational Research Journal, 33, 845-871. (Pubitemid 126322735)
42. Salomon, G. (1993). No distribution without individual's cognition. In G. Salomon (Ed.), Distributed cognitions: Psychological and educational considerations (pp. 111-138). New York: Cambridge University Press.
43. Salonen, P., Vauras, M., & Efklides, A. (2005). Social interaction: What can it tell us about metacognition and coregulation in learning? European Psychologist, 10, 199-208. (Pubitemid 41239336)
44. Salovaara, H., & Järvelä, S. (2003). Students' strategic actions in computer-supported collaborative learning. Learning Environments Research, 6, 267-285. (Pubitemid 39015608)
45. Sanz de Acedo Lizarraga, M. L., Ugarte, M. D., Cardelle-Elawar, M., Iriarte, M. D., & Sanz de Acedo Baquedano, M. T. (2003). Enhancement of self-regulation, assertiveness, and empathy. Learning and Instruction, 13, 423-439. (Pubitemid 36288909)
46. Schunk, D. H. (1990). Goal setting and self-efficacy during self-regulated learning. Educational Psychologist, 25, 71-86.
47. Schunk, D. H. (1994). Self-regulation of self-efficacy and attributions in academic settings. In D. H. Schunk & B. J. Zimmerman (Eds.), Self-regulation of learning and performance: Issues and educational implications (pp. 75-100). Hillsdale, NJ: Erlbaum.
48. Schunk, D. H. (1998). Teaching elementary students to self-regulate practice of mathematical skills with modeling. In D. H. Schunk & B.J. Zimmerman (Eds.), Self-regulated learning: From teaching to self-reflective practice (pp. 137-159). New York: Guilford Press.
49. Schunk, D. H. (2001). Social cognitive theory and self-regulated learning. In B. J. Zimmerman & D. H. Schunk (Eds.), Self-regulated learning and academic achievement: Theoretical perspectives (pp. 125-152). Mahwah, NJ: Erlbaum.
50. Schunk, D. H., & Zimmerman, B.J. (1997). Social origins of self-regulatory competence. Educational Psychologist, 32, 195-208.
51. Vauras, M., liskala, T., Kajamies, A., Kinnunen, R., & Lehtinen, E. (2003). Shared-regulation and motivation of collaborating peers: A case analysis. Psychologia: An International Journal of Psychology in the Orient, 46(1), 19-37.
52. Vygotsky, L. S. (1978). Mind in society. Cambridge, MA: Harvard University Press.
53. Wertsch, J., & Stone, C. (1985). The concept of internalization in Vygotsky's account of the genesis of higher mental functions. In J. Wertsch (Ed.), Culture, communication, and cognition: Vygotskian perspectives (pp. 162-182). New York: Cambridge University Press.
54. Winne, P. H. (1997). Experimenting to bootstrap self-regulated learning. Journal of Educational Psychology, 89, 379-410.
55. Winsler, A., Diaz, R. M., Atencio, D. J., McCarthy, E. M., & Chabay, L. A. (2000). Verbal selfregulation over time in preschool children at risk for attention and behavior problems. Journal of Child Psychology and Psychiatry, 41, 875-886.
56. Winsler, A., Diaz, R. M., McCarthy, E. M., Atencio, D. J., & Chabay, L. A. (1999). Motherchild interaction, private speech, and task performance in preschool children with behavior problems. Journal of Child Psychology and Psychiatry, 40, 891-904. (Pubitemid 29438064)
57. Yowell, C. M., & Smylie, M. A. (1999). Self-regulation in democratic communities, Elementary School Journal, 99, 469-490.
58. Zimmerman, BJ. (1989). A social cognitive view of self-regulated academic learning. Journal of Educational Psychology, 81, 329-339.
59. Zimmerman, B.J. (1990). Self-regulated learning and academic achievement: An overview. Educational Psychologist, 25, 3-17.
60. Zimmerman, B.J. (2000). Attaining self-regulation: A social cognitive perspective. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation: Theory, research and applications (pp, 13-39). San Diego, CA: Academic Press.
61. Zimmerman, B. J. (2002). Achieving self-regulation. In F. Pajares & T. Urdan (Eds.), Academic motivation of adolescents (pp. 1-28). Greenwich, CT: Information Age.