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

: Volet Simone, Vauras Marja, Salonen Pekka

Publisher: Routledge, Taylor & Francis Group

: 2009

: Educational Psychologist

: EDUCATIONAL PSYCHOLOGIST

: EDUC PSYCHOL-US

: 44

: 4

: 215

: 226

: 12

: 0046-1520

: 1532-6985

DOI: https://doi.org/10.1080/00461520903213584

: https://www.tandfonline.com/doi/full/10.1080/00461520903213584

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.