Role of Social and Self-Regulated Learning in School Contexts
Abstract
Self- and socially regulated learning skills allow students to develop soft skills or competencies to tackle learning tasks. Self-regulated learning skills help students set learning goals, choose learning strategies, monitor their progress, and control their affective and motivational states when working on learning tasks. Socially regulated learning skills help students to use self-regulated learning practices recognizing the reciprocal influence of other people, technology, and environment, creating opportunities for joint regulation of learning. However, it is still not clear how social regulation of learning relates to self-regulated learning. The purpose of this article is to describe the constructs of self- and socially regulated learning, report on the results of recent research studies of their components, introduce a theoretical model of the self- and socially regulated learning, discuss the results of our studies, and identify the areas for future research. The scientific contribution of this article is an attempt to compare the scholarly evidence and theoretical views of Russian and foreign researchers in order to understand the state of research of self- and socially regulated learning in authentic school contexts.
Downloads
References
Akhmedjanova D. (2020) The Effects of a Self-Regulated Writing Intervention on English Learners’ Academic Writing Skills (PhD Thesis), New York: State University of New York at Albany. Available at: https://search.proquest.com/openview/496b185ecca2e0608d8411eeff3d288a/1?pq-origsite=gscholar&cbl=18750&diss=y (accessed 20 February 2024).
Akhmedjanova D., Moeyaert M. (2022) Self-Regulated Writing of English Learners: Intervention Development. Frontiers in Education, vol. 7, March, Article no 841395. https://doi.org/10.3389/feduc.2022.841395
Anderman E.M., Wolters C.A. (2008) Goals, Values, and Affect: Influences on Student Motivation. Handbook of Educational Psychology (eds P.A. Alexander, P.H. Winne), Mahwah, NJ: Lawrence Erlbaum Associates, pp. 369–390. https://psycnet.apa.org/record/2006-07986-017
Andrade H. (2013) Classroom Assessment in the Context of Learning Theory and Research. SAGE Handbook of Research on Classroom Assessment Handbook of Research on Classroom Assessment (ed. J.H. McMillan), Thousand Oaks, CA: SAGE, pp. 17–34. https://doi.org/10.4135/9781452218649.n2
Andrade H.L., Brookhart S.M., Yu E.C. (2021) Classroom Assessment as Co-Regulated Learning: A Systematic Review. Frontiers in Education, vol. 6, December, Article no 751168. https://doi.org/10.3389/feduc.2021.751168
Butler D.L., Cartier S.C. (2004) Promoting Effective Task Interpretation as an Important Work Habit: A Key to Successful Teaching and Learning. Teachers College Record, vol. 106, no 9, pp. 1729–1758. https://doi.org/10.1111/j.1467-9620.2004.00403.x
Byzova V.M., Perikova E.I. (2022) Psikhologiya metapoznaniya: sistemny podkhod [Psychology of Metacognition: A Systematic Approach]. Saint Petersburg: Skifiya-print.
Davydov V.V. (1986) Problemy razvivayushchego obucheniya [The Problems of Developmental Learning]. Moscow: Pedagogika.
Diamond A. (2016) Why Improving and Assessing Executive Functions Early in Life Is Critical. Executive Function in Preschool-Age Children: Integrating Measurement, Neurodevelopment, and Translational Research (eds J.A. Griffin, P. McCardle, L.S. Freund), Washington, DC: American Psychological Association, pp. 11–43. https://doi.org/10.1037/14797-002
Dignath C., Büttner G. (2008) Components of Fostering Self-Regulated Learning among Students. A Meta-Analysis on Intervention Studies at Primary and Secondary School Level. Metacognition and Learning, vol. 3, November, pp. 231–264. https://doi.org/10.1007/s11409-008-9029-x
Dunlosky J., Rawson K.A., Marsh E.J., Nathan M.J., Willingham D.T. (2013) Improving Students’ Learning with Effective Learning Techniques: Promising Directions from Cognitive and Educational Psychology. Psychological Science in the Public Interest, vol. 14, no 1, pp. 4–58. https://doi.org/10.1177/1529100612453266
Fleur D.S., Bredeweg B., van den Bos W. (2021) Metacognition: Ideas and Insights from Neuro-and Educational Sciences. NPJ Science of Learning, vol. 6, no 1, Article no 13. https://doi.org/10.1038/s41539-021-00089-5
Galperin P.Ya. (2017) Opyt izucheniya formirovaniya umstvennykh dejstviy [Experience in Studying the Formation of Mental Actions]. Moscow University Psychology Bulletin, no 4, pp. 3–20. https://doi.org/10.11621Mp.2017.04.03
Galperin P.Ya. (2009) Sistema istoricheskoy psikhologii L.S. Vygotskogo i nekotorye polozheniya k eyo analizu (tezisy) [The System of Historical Psychology of L.S. Vygotsky and Some Notions to its Analysis (abstracts)]. Kul'turno-istoricheskaya psikhologiya / Cultural-Historical Psychology, vol. 5, no 1, pp. 118–123.
Graham S., Perin D. (2007) A Meta-Analysis of Writing Instruction for Adolescent Students. Journal of Educational Psychology, vol. 99, no 3, pp. 445–476. https://doi.org/10.1037/0022-0663.99.3.445
Greene J.A., Bolick C.M., Caprino A.M., Deekens V.M., McVea M., Yu S., Jackson W.P. (2015) Fostering High-School Students' Self-Regulated Learning Online and Across Academic Domains. The High School Journal, vol. 99, no 1, pp. 88–106. https://doi.org/10.1353/hsj.2015.0019
Greene J.A., Robertson J., Costa L.C. (2011) Assessing Self-Regulated Learning Using Think-Aloud Methods. Handbook of Self-Regulation of Learning and Performance (eds B.J. Zimmerman, D.H. Schunk), New York, NY: Routledge, pp. 313–328. https://www.routledgehandbooks.com/doi/10.4324/9780203839010.ch20
Hadwin A.F., Järvelä S., Miller M. (2018) Self-Regulation, Co-Regulation, and Shared Regulation in Collaborative Learning Environments: A Social Cognitive Perspective. Handbook of Self-Regulation of Learning and Performance (eds D.H. Schunk, J.A. Greene), New York, NY: Routledge, pp. 83–106.
Hadwin A.F., Järvelä S., Miller M. (2011) Self-Regulated, Co-Regulated, and Socially Shared Regulation of Learning. Handbook of Self-Regulation of Learning and Performance (eds B.J. Zimmerman, D.H. Schunk), New York, NY: Routledge, pp. 65–84. https://www.routledgehandbooks.com/doi/10.4324/9780203839010.ch5
Hadwin A.F., Winne P.H. (2012) Promoting Learning Skills in Undergraduate Students. Enhancing the Quality of Learning: Dispositions, Instruction, and Mental Structures (eds M.J. Lawson, J.R. Kirby), Cambridge: Cambridge University, pp. 201–227. https://doi.org/10.1017/CBO9781139048224.013
Harris K.R., Graham S., Brindle M., Sandmel K. (2009) Metacognition and Children’s Writing. Handbook of Metacognition in Education (eds D.J. Hacker, J. Dunlosky, A.C. Graesser), New York, NY: Routledge, pp. 132–153.
Harris K.R., Graham S., MacArthur C., Reid R., Mason L.H. (2011) Self-Regulated Learning Processes and Children’s Writing. Handbook of Self-Regulation of Learning and Performance (eds B.J. Zimmerman, D.H. Schunk), London: Routledge, pp. 187–202. https://www.routledgehandbooks.com/doi/10.4324/9780203839010.ch12
Hattie J., Timperley H. (2007) The Power of Feedback. Review of Educational Research, vol. 77, no 1, pp. 81–112. https://doi.org/10.1111/j.1365-2923.2009.03542.x
Leontiev D.A. (2012) Why We Do What We Do: The Variety of Human Regulations. Motivation, Consciousness, and Self-Regulation (ed. D.A. Leontiev), New York, NY: Nova Science Publishers, pp. 93–103.
Leontiev D.A. (2011) Samoregulyatsiya kak predmet izucheniya i kak ob"yasnitel'ny printsip [Self-Regulation as a Subject of Study and as an Explanatory Principle]. Psikhologiya samoregulyatsii v XXI v. [Psychology of Self-Regulation in the XXI Century] (ed. V.I. Morosanova), Moscow, Saint Petersburg: Nestor-Istoriya, pp. 74–89.
Loktaeva N.N. (2019) Ponyatie "myagkie navyki" kak pedagogicheskaya kategoriya: sushchnost' i soderzhanie. ["Soft Skills" as an Educational Category: Essence and Content]. Innovative Projects and Programs in Education, no 4 (64), pp. 28–35.
Morosanova V.I. (2011) Razvitie teorii osoznannoy samoregulyatsii: differentsial'ny podkhod [The Development of the Theory of Conscious Self-Regulation: A Differential Approach]. Voprosy Psychologii, no 3, pp. 106–118.
Morosanova V.I., Bondarenko I.N. (2020) V pomoshch' prakticheskomu psikhologu: oprosnik Morosanovoy "Stil' samoregulyatsii uchebnoy deyatel'nosti (SSUD-M)" [To Help a Practical Psychologist: Morosanova's Questionnaire "Style of Self-Regulation of Educational Activity (LOAN-M)"]. Psikhologiya samoregulyatsii: evolyutsiya podkhodov i vyzovy vremeni [Psychology of Self-Regulation: Evolution of Approaches and Challenges of the Time] (eds Yu.P. Zinchenko, V.I. Morosanova), Moscow, Saint Petersburg: Nestor-Istoriya, pp. 151–175.
Morosanova V.I., Bondarenko I.N. (2015) Diagnostika samoregulyatsii cheloveka [Assessment of Human Self-Regulation]. Moscow: Cogito-Tsentr.
Morosanova V.I., Bondarenko I.N., Fomina T.G. (2020) Vozrastnye razlichiya osoznannoy samoregulyatsii uchebnoy deyatel'nosti vo vzaimosvyazi s akademicheskoy motivatsiey, lichnostnymi osobennostyami uchashchikhsya i rezul'tatami ikh obucheniya [Age Differences in Conscious Self-Regulation of Educational Activities in Relation to Academic Motivation, Personal Characteristics of Students and Their Learning Outcomes]. Psikhologiya samoregulyatsii: evolyutsiya podkhodov i vyzovy vremeni [Psychology of Self-Regulation: Evolution of Approaches and Challenges of the Time] (eds Yu.P. Zinchenko, V.I. Morosanova), Moscow, Saint Petersburg: Nestor-Istoriya, pp. 87–105.
Mosina M.A. (2020) Instrumenty formiruyushchego otsenivaniya v praktike raboty sovremennoy shkoly [Tools for Formative Assessment in the Practice of a Modern School]. Humanitarian Studies. Pedagogy and Psychology, no 1, pp. 18–27.
Nilson L.B. (2013) Creating Self-Regulated Learners: Strategies to Strengthen Students’ Self-Awareness and Learning Skills. New York, NY: Routledge. https://doi.org/10.4324/9781003443803
Oxford R.L. (2017) Teaching and Researching Language Learning Strategies: Self-Regulation in Context. New York, NY: Routledge.
Panadero E. (2017) A Review of Self-Regulated Learning: Six Models and Four Directions for Research. Frontiers in Psychology, vol. 8, April, Article no 422. https://doi.org/10.3389/fpsyg.2017.00422
Perikova E.I., Byzova V.M. (2020) Metapoznanie uchebnoy deyatel'nosti studentov s raznym urovnem psikhicheskoy samoregulyatsii [Undergraduate Students' Metacognition of Learning (with the Main Focus on Students with Different Levels of Mental Self-Regulation)]. Science for Education Today, vol. 10, no 5, pp. 104–118. https://doi.org/10.15293/2658-6762.2005.06
Perikova E.I., Lovyagina A.E., Byzova V.M. (2020) Psikhologiya metapoznaniya [Psychology of Metacognition]. Saint Petersburg: Skifiya-print.
Pinskaya M.A. (2010) Formiruyushchee otsenivanie i kachestvo obrazovaniya [Formative Assessment and Quality of Education]. Narodnoe obrazovanie / National Education, no 1, pp. 179–185.
Pintrich P.R. (2004) A Conceptual Framework for Assessing Motivation and Self-Regulated Learning in College Students. Educational Psychology Review, vol. 16, no 4, pp. 385–407. https://doi.org/10.1007/s10648-004-0006-x
Pintrich P.R. (2000) The Role of Goal Orientation in Self-Regulated Learning. Handbook of Self-Regulation (eds M. Boekaerts, P.R. Pintrich, M. Zeidner), San Diego: Academic Press, pp. 451–502. https://doi.org/10.1016/B978-012109890-2/50043-3
Pintrich P.R., Zusho A. (2002) The Development of Academic Self-Regulation: The Role of Cognitive and Motivational Factors. Development of Achievement Motivation (eds A. Wigfield, J.S. Eccles), San Diego: Academic Press, pp. 249–284. https://doi.org/10.1016/B978-012750053-9/50012-7
Polivanova K.N., Akhmedjanova D.R., Lyubickaya K.A., Strukova A.S. (2023) Vybor al'ternativnogo obrazovaniya v Rossii: motivy i sotsial'nye kharakteristiki semey [Choosing an Alternative Education in Russia: Motives and Social Characteristics of Families]. Moscow: HSE. http://doi.org/10.17323/978-5-7598-2760-3
Pressley M., Harris K.R. (2009) Cognitive Strategies Instruction: From Basic Research to Classroom Instruction. Journal of Education, vol. 189, no 1/2, pp. 77–94. http://dx.doi.org/10.1177/0022057409189001-206
Rubtsov V.V. (1987) Organizatsiya i razvitie sovmestnykh dejstviy u detey v protsesse obucheniya [Organization and Development of Joint Actions among Children in the Learning Process]. Moscow: Pedagogika.
Ryan R.M., Deci E.L. (2016) Facilitating and Hindering Motivation, Learning, and Well-Being in Schools: Research and Observations from Self-Determination Theory. Handbook of Motivation at School (eds K.R.Wentzel, D.B. Miele), New York, NY: Routledge, pp. 96–119. http://dx.doi.org/10.4324/9781315773384
Salomon G., Perkins D.N. (1989) Rocky Roads to Transfer: Rethinking Mechanism of a Neglected Phenomenon. Educational Psychologist, vol. 24, no 2, pp. 113–142. https://doi.org/10.1207/s15326985ep2402_1
Savinykh G.P. (2022) Formiruyushchee otsenivanie kak component vnutrennikh system otsenki kachestva obrazovaniya [Formative Assessment as a Component of Internal Education Quality Assessment Systems]. Education and Self Development, vol. 17, no 4, pp. 139–149. http://doi.org/10.26907/esd.17.4.11
Schraw G. (2012) Knowledge: Structures and Processes. Handbook of Educational Psychology (eds P.A. Alexander, P.H. Winne), New York, NY: Routledge, pp. 245–264.
Shapovalova O.N., Efremova N.F. (2020) Formiruyushchee otsenivanie kak tekhnologiya razvitiya uchebnoy samostoyatel'nosti shkol'nikov [Formative Assessment as a Technique to Develop Schoolchildren’s Educational Autonomy]. Pedagogy. Theory & Practice, vol. 5, no 1, pp. 1–8. https://doi.org/10.30853/pedagogy.2020.1.1
Shute V.J. (2008) Focus on Formative Feedback. Review of Educational Research, vol. 78, no 1, pp. 153–189. https://doi.org/10.3102/0034654307313795
Seli H., Dembo M.H. (2020) Motivation and Learning Strategies for College Success: A Focus on Self-Regulated Learning. New York, NY: Routledge. https://doi.org/10.4324/9780429400711
Sternberg R.J. (2007) Intelligence, Competence, and Expertise. Handbook of Competence and Motivation (eds A.J. Elliot, C.S. Dweck), New York, NY: Guilford, pp. 15–30.
Talyzina N.F. (1998) Vozrastnaya i pedagogicheskaya psikhologiya [Age and Educational Psychology]. Moscow: Academia.
Theobald M. (2021) Self-Regulated Learning Training Programs Enhance University Students’ Academic Performance, Self-Regulated Learning Strategies, and Motivation: A Meta-Analysis. Contemporary Educational Psychology, vol. 66, July, Article no 101976. https://doi.org/10.1016/j.cedpsych.2021.101976
Usher E.L., Schunk D.H. (2017) Social Cognitive Theoretical Perspective of Self-Regulation. Handbook of Self-Regulation of Learning and Performance (eds D.H. Schunk, J.A. Greene), New York, NY: Routledge, pp. 19–35. https://doi.org/10.4324/9781315697048-2
Veenman M.V.J. (2013) Training Metacognitive Skills in Students with Availability and Production Deficiencies. Applications of Self-regulated Learning across Diverse Disciplines (eds H. Bembenutty, T.J. Cleary, A. Kitsantas), Charlotte, NC: Information Age, pp. 299–324.
Veraksa A.N., Veraksa N.E. (2021) Vzaimosvyazʼ metapoznaniya i regulyatornykh funktsiy v detstve: kulʼturno-istoricheskiy kontekst [Interconnection of Meta-Cognition and Executive Functions in Childhood: Cultural-Historical Context]. Moscow University Psychology Bulletin, no 1, pp. 79–113. https://doi.org/10.11621/vsp.2021.01.04
Vilkova K.A. (2022) Samoreguliruemoe obuchenie v MOOK: izmerenie, svyaz' s obrazovatel'nymi rezul'tatami i vozmozhnosti razvitiya navykov pri pomoshchi interventsiy [Self-Regulated Learning in MOOCs: Measurement, Links to Educational Outcomes, and Skills Promotion through Interventions] (PhD Thesis). Moscow: HSE. https://www.hse.ru/sci/diss/227916624
Voropaev M.V., Neumyvakin V.S. (2023) Pedagogicheskoe soprovozhdenie razvitiya samoregulyatsii uchebnoy deyatel'nosti starsheklassnikov [Pedagogical Support for Development of Learning Activity Self-Regulation in High School Students]. Psychological-Educational Studies, vol. 15, no 3, pp. 80–95. https://doi.org/10.17759/psyedu.2023150306
Vygotsky L.S. (1983) Istoriya razvitiya vysshikh psikhicheskikh funktsiy [The History of the Development of Higher Mental Functions]. Sobranie sochineniy L.S. Vygotskogo [The Collected Works of L.S. Vygotsky]. Moscow: Pedagogika-1, vol. 3, pp. 5–328.
Winne P.H. (2010) Bootstrapping Learner’s Self-Regulated Learning. Psychological Test and Assessment Modeling, vol. 52, no 4, pp. 472–490.
Winne P.H. (1995) Self-Regulation Is Ubiquitous but Its Forms Vary with Knowledge. Educational Psychologist, vol. 30, no 4, pp. 223–228. https://doi.org/10.1207/s15326985ep3004_9
Winne P.H., Hadwin A.F. (2008) The Weave of Motivation and Self-Regulated Learning. Motivation and Self-Regulated Learning: Theory, Research, and Applications (eds D.H. Schunk, B.J. Zimmerman), New York, NY: Lawrence Erlbaum Associates, pp. 297–314.
Winne P.H., Perry N.E. (2000) Measuring Self-Regulated Learning. Handbook of Self-Regulation (eds M. Boekaerts, P.R. Pintrich, M. Zeidner), San Diego: Academic Press, pp. 531–566. https://doi.org/10.1016/B978-012109890-2/50045-7
Wong J., Baars M., Davis D., van der Zee T., Houben G.J., Paas F. (2019) Supporting Self-Regulated Learning in Online Learning Environments and MOOCs: A Systematic Review. International Journal of Human–Computer Interaction, vol. 35, no 4-5, pp. 356–373. https://doi.org/10.1080/10447318.2018.1543084
Xu Z., Zhao Y., Zhang B., Liew J., Kogut A. (2022) A Meta-Analysis of the Efficacy of Self-Regulated Learning Interventions on Academic Achievement in Online and Blended Environments in K-12 and Higher Education. Behaviour & Information Technology, vol. 42, no 16, pp. 2911–2931. https://doi.org/10.1080/0144929X.2022.2151935
Zimmerman B.J. (2011) Motivational Sources and Outcomes of Self-Regulated Learning and Performance. Handbook of Self-Regulation of Learning and Performance (eds B.J. Zimmerman, D.H. Schunk), New York, NY: Routledge, pp. 49–64. https://www.routledgehandbooks.com/doi/10.4324/9780203839010.ch4
Zimmerman B.J. (2008) Goal Setting: A Key Proactive Source of Academic Self-Regulation. Motivation and Self-Regulated Learning: Theory, Research, and Applications (eds D.H. Schunk, B.J. Zimmerman), New York, NY: Lawrence Erlbaum Associates, pp. 267–296.
Zimmerman B.J. (2002) Becoming a Self-Regulated Learner: An Overview. Theory into Practice, vol. 41, no 2, pp. 64–70. https://doi.org/10.1207/s15430421tip4102_2
Zimmerman B.J., Cleary T.J. (2009) Motives to Self-Regulate Learning: A Social-Cognitive Account. Handbook on Motivation at School (eds K. Wentzel, A. Wigfield), New York, NY: Routledge, pp. 247–264.
Zimmerman B.J., Kitsantas A. (2007) The Hidden Dimension of Personal Competence: Self-Regulated Learning and Practice. Handbook of Competence and Motivation (eds A.J. Elliot, C.S. Dweck), New York, NY: Guilford, pp. 509–526.
Zimmerman B.J., Schunk D.H. (2011) Self-Regulated Learning and Performance. Handbook of Self-Regulation of Learning and Performance (eds B.J. Zimmerman, D.H. Schunk), New York, NY: Routledge, pp. 1–12.
Zinchenko Yu.P., Morosanova V.I. (eds) (2020) Psikhologiya samoregulyatsii: evolyutsiya podkhodov i vyzovy vremeni [Psychology of Self-Regulation: Evolution of Approaches and Challenges of the Time]. Moscow, Saint Petersburg: Nestor-Istoriya.
.jpg){kind=small}
