Co-Regulation of Student Motivation and Emergent Identity

By Mary M. Mccaslin. 2009

237 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Human Factors and Ergonomics

View Paper: https://www.semanticscholar.org/paper/181ce0d120c112e74d5230faa528a59932f0d920

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Sanna Järvelä
2. Ernesto Panadero
3. Hanna Järvenoja
4. Jonna Malmberg
5. Simone E. Volet
6. Roger Azevedo
7. Allyson Fiona Hadwin
8. A. Jonsson

In Education

1. Sanna Järvelä
2. Ernesto Panadero
3. Hanna Järvenoja
4. Jonna Malmberg
5. Simone E. Volet
6. A. Jonsson
7. Roger Azevedo
8. Allyson Fiona Hadwin

In Human Factors and Ergonomics

1. Simone E. Volet
2. Hanna Järvenoja
3. Sanna Järvelä
4. Jonna Malmberg
5. Erno Lehtinen
6. Roger Azevedo
7. Adam Kirn
8. A. Jonsson

Citations in the corpus

• Socially Shared Regulation of Learning: A Review (2015, background): “The term co-regulated learning is grounded in Vygotskian views of higher psychological processes being socially embedded or contextualized (Vygotsky, 1978) and Wertsch and Stone’s (1985) notion that these processes are internalized through social interaction (McCaslin, 2009).”
• Understanding Regulated Learning in Situative and Contextual Frameworks (2015, background): “Although regulation of learning is realized in the social world, coregulation is seen as an overall regulatory process in which one’s social environment supports the internalization of cultural influences (McCaslin, 2009; Volet, Vauras, et al., 2009).”
• What Can Student Perception Surveys Tell Us About Teaching? Empirically Testing the Underlying Structure of the Tripod Student Perception Survey (2016, background): “Broadly speaking, student perceptions of the learning environment are likely indicative of the motivational aspects of classrooms (McCaslin, 2009; Spearman & Watt, 2013) for the fact that student perceptions of a classroom environment, constituted in youth-adult interactions, are the primary mechani”
• Coding Classroom Interactions for Collective and Individual Engagement (2015, background): “…changes in conceptualization of and methodological approaches to motivation and regulation of learning, which may influence many engagement studies (J€arvel€a, Volet, & J€arvenoja, 2010; McCaslin, 2009; Nolen & Ward, 2008; Turner & Patrick, 2008; Volet, Vauras, & Salonen, 2009; Zimmerman, 2008).”
• Defining and Measuring Engagement and Learning in Science: Conceptual, Theoretical, Methodological, and Analytical Issues (2015, methodology): “This approach is deeply rooted in Vygostksy’s work, as well as other work in the areas of self-regulation and motivation (McCaslin, 2009).”
• Socially shared metacognition of dyads of pupils in collaborative mathematical problem-solving processes (2011, background): “In addition to the generic term “co-regulation” (McCaslin, 2009; Volet, Summers, & Thurman, 2009; Volet, Vauras, et al., 2009), we have introduced the concept “socially shared metacognition” (or “shared regulation”) to refer to the consensual monitoring and regulation of joint cognitive processes…”
• Drawing Identity: Beginning Pre-Service Teachers' Professional Identities. (2015, background): “McCaslin (2009), for example, proposed a coregulation model “to capture the dynamics of reciprocal press of personal, cultural, and social sources of influence to understand the emergence of identity” (p. 134).”
• Enhancing socially shared regulation in collaborative learning groups: designing for CSCL regulation tools (2014, background): “CoRL emphasizes the importance of giving and receiving support in peer interactions (McCaslin 2009).”
• Identity‐based motivation: Connections between first‐year students' engineering role identities and future‐time perspectives (2020, background): “A 2009 special issue of Educational Psychologist titled “Motivation and Identity” focused on the potential connections between motivation and identity (Eccles, 2009; La Guardia, 2009; McCaslin, 2009; Renninger, 2009; Roeser & Peck, 2009).”
• Self- and Social Regulation in Learning Contexts: An Integrative Perspective (2009, background): “Within the sociocultural perspective represented by Hickey and McCaslin (Hickey, 2003; McCaslin, 2004, 2009; McCaslin & Hickey, 2001), coregulation refers to the overall dynamic regulatory process by which the social environment supports individuals’ internalization of social and cultural…”
• Scaffolding Self-Regulated Learning Through Self-Assessment and Peer Assessment: Guidelines for Classroom Implementation (2016, methodology): “In the next two sections, we therefore analyze the relationship between SA and SRL theory – more specifically the model proposed by Zimmerman and Moylan (2009) – and the relationship between PA and co-regulation or socially shared regulation of learning (Hadwin et al. 2011; McCaslin 2009).”
• Why autonomy? Insights from motivation theory and research (2011, background): “Moreover, as McCaslin (2009) explains, who I am or want to be is also defined in terms of who I am not or do not want to become.”
• Self-Regulation, Coregulation, and Socially Shared Regulation: Exploring Perspectives of Social in Self-Regulated Learning Theory (2011, background): “Although multiple perspectives of coregulation appear in the literature, they tend to be grounded in Vygotskian views of higher psychological processes being socially embedded or contextualized (Vygotsky, 1978), and Wertsch and Stone’s (1985) notion that these kinds of higher psychological processes”