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Self- and Social Regulation in Learning Contexts: An Integrative Perspective

Volet, S., Vauras, M. and Salonen, P. (2009) Self- and Social Regulation in Learning Contexts: An Integrative Perspective. Educational Psychologist, 44 (4). pp. 215-226.

Link to Published Version: http://dx.doi.org/10.1080/00461520903213584
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Abstract

This article outlines the rationale for an integrative perspective of self- and social regulation in learning contexts. The role of regulatory mechanisms in self- and social regulation models is examined, leading to the view that in real time collaborative learning, individuals and social entities should be conceptualized as self-regulating and coregulated systems at the same time. Living systems theory provides support for the claim that although all forms of regulation have an adaptive function, the distinct, regulatory processes occurring at different systemic levels (e.g. individual, social) are concurrent and interdependent. Challenges for future research from an integrative perspective are discussed.

Publication Type: Journal Article
Murdoch Affiliation: School of Education
Publisher: Lawrence Erlbaum Associates
Copyright: © Division 15, American Psychological Association.
URI: http://researchrepository.murdoch.edu.au/id/eprint/7086
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